欧盟职业教育政策研究
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摘要
欧洲联盟(简称欧盟,英文European Union,缩写为EU),是一个极具特色的区域性一体化组织和超国家经济政治实体,非常重视职业教育与培训对促进经济发展、提高就业率的重要作用,并以加强职业教育与培训作为实现其经济和政治目标的重要手段。欧盟的职业教育与培训政策(简称欧盟职业教育政策)具有鲜明的特色。系统研究欧盟职业教育政策,能够为我国职业教育政策研究提供典型案例,为我国构筑现代职业教育体系提供策略参考。
论文首先探讨欧盟职业教育政策产生的社会背景。欧盟职业教育政策的形成和发展是基于欧盟本身的发展历程及相应的经济、政治、文化、教育和人口等因素的影响,论文将欧盟职业教育政策产生的社会背景分为经济背景、政治背景、文化背景、教育背景和人口背景来阐述,试图通过宏观的分析,描绘欧盟职业教育政策所根植的土壤,为进一步的分析做准备。
接着,论文梳理了欧盟职业教育政策演变的历程。在欧盟发展过程中,由于政策目标和关注点不同,职业教育政策也呈现出不同的特点。论文将欧盟职业教育政策的发展阶段分为建立关税同盟阶段,建立共同市场和经货同盟阶段,以及建立政治同盟阶段。分析发现,欧盟职业教育政策的演变具有适时性、连贯性和渐进性的特征。
欧盟职业教育政策内容和政策实施是论文重点探讨的内容。在政策内容部分,论文基于对欧盟职业教育政策文本的系统、全面的分析,以政策目标为分类依据对欧盟职业教育政策的主要内容进行分类,将之分为促进各国公民自由流动和劳动力市场一体化的政策、提升职业教育与培训吸引力的政策、提升职业教育与培训质量的政策、保障职业教育与培训经费的政策。论文详细阐述了这些政策的具体内容。
在政策实施部分,本文秉持动态的职业教育政策观,将职业教育政策看成是政策文本与政策过程的统一,既重视对静态的政策文本的分析,也重视对动态的政策实施过程的探讨。鉴于欧盟组织的特殊性,论文选取欧盟三个具有代表性的成员国(德国、法国、英国)作为案例,系统探讨三个国家依据自己的国情朝着欧盟职业教育政策目标努力的过程。分析发现,欧盟职业教育政策在各成员国的实施,是在欧盟政策目标的关照下,各成员国在对欧盟职业教育政策的本土化调适过程中改革与完善自身职业教育体系的过程。论文通过最新的国别案例资料来较为系统地展示这个过程。
论文在最后部分系统地总结欧盟职业教育政策的成效、问题与趋势。欧盟的职业教育政策促成了成员国的职业教育政策与欧盟的对接,提高了职业教育与培训的地位,推动了各国职业教育与培训的发展,增加了职业教育与培训的吸引力,指明了未来的发展方向,拓展了欧洲一体化的工作方式。但欧盟的职业教育政策也面临着一些新挑战,并呈现出新的发展趋势。
总体而言,论文对欧盟职业教育政策的研究,是从纵横两条线展开的。“纵向展开”指的是论文的章节推进与逻辑递进。本论文在内容上的递进是根据比较教育研究的一般思路和政策研究的一般范畴,即遵循“政策背景-政策过程-政策目标与内容-政策实施-政策评价”的思路来层层推进。“横向展开”指的是论文的每一章都将欧盟职业教育政策放在欧盟广阔的社会背景中去考察。论文从教育与社会的关系出发,将职业教育看成是欧盟整个社会大系统中的一个子系统,分析欧盟职业教育政策如何受到欧盟社会大系统的政治、经济、文化的影响,以及欧盟的职业教育政策本身对欧盟社会整合和经济发展所发挥的作用。论文的基本观点是：欧盟的政治经济状况及一体化进程影响着职业教育政策的走向,并直接影响着欧盟职业教育政策的实施过程；同时,欧盟职业教育政策对欧盟经济政治一体化进程以及欧盟竞争力的提升做出了重要贡献。
European Union(EU)is a distinctive regional integration organization and supranational economic and political entity, attaches great importance to vocational education and training in order to improving employment and promoting economic development. And EU uses strengthening the vocational education and training as an important means of achieving their economic and political objectives.EU's vocational education and training policy (hereinafter referred to as the European vocational education policy) have distinct features.This dissertation focuses on the EU's vocational education policy in order to provide a typical case to China's vocational education policy research, as well as provide useful strategies to construct the modern vocational education system in our country.
The dissertation firstly analyzes the background of the EU's vocational education policy from EU's economy, politics, cultural tradition and education basis, these are the soil European vocational education policy gets rooted, and then, the dissertation sorts out the evolution and development process of vocational education policy in the European Union. And then, from the perspective of policy objective, the dissertation categorizes EU's current vocational education policy into four topics, namely the policies of promoting mobility and integration of the labour market, the policies of improving the attraction of vocational education and training, the policies of quality assurance as well as the policies of funding. This dissertation also takes three EU member countries, Germany, France, and the UK, as examples, to explore the implementation of EU's vocational education policy. Finally, it analyzes systematically the effect, problems and the trend of EU's vocational education policy.
Policy content an policy implementation are the two focuses of this dissertation. In the policy content part, based on the text analysis of vocational education policy, this study elaborates the content of EU's vocational education policy according to its policy objectives.,and categorizes EU's vocational education policy into four aspects, including the policies of promoting mobility and the labour market integration, the policies of improving the attraction of vocational education and training, the policies of quality assurance as well as the policies of funding.
In the policy implementation part, this dissertation holds the dynamic view of vocational education policy, and takes the vocational education policy as the unification of the text and the policy implementation, emphasizes both the static policy text analysis and the dynamic process of policy implementation. Three representative member countries in the EU are taken as cases to analyze the policy implementation. The cases demonstrate that the implementation of EU's vocational education policy is the process of contextualization and adaptation of EU's vocational education policy towards EU's policy objectives, as well as the process of reform and perfecting each member country's vocational education system.This dissertation uses the data of the latest country report to describe this process.
The research methods of this dissertation include literature method, history method as well as the method of comparative analysis.The European Union launched its Lisbon strategy in2000.Convinced of the need to modernize education and training systems,as part of the Lisbon strategy, the Copenhagen process began in2002and it's the most important policy for EU's vocational education. This dissertation pays much attention to EU's current vocational education policies, namely, the vocational education policies under the Copenhagen process within the framework and objectives of the Lisbon Strategy.
There are two strands, the vertical and horizontal, in this dissertation. The vertical strand means that the longitudinal expansion and the developing logic of the content. It is based on the general thought of comparative education research as well as the policy research, i.e."policy background-policy development-policy goal and the content-policy implementation-policy evaluation".The horizontal expansion means that each chapter of the dissertation put European vocational education policy into the EU's wide social background.From the perspective of the relationship between education and society, this dissertation takes the vocational education as a sub-system of the whole social system of the European Union, and analyzes how EU's large social system (politics, economy, culture) influences it's vocational education policy; and also,the dissertation explores what the EU's vocational education policy itself contributes to EU's social integration and economic development. The author presents that EU's political and economic situation and the process of its integration influence its vocational education policy, and directly affects on the process of policy implementation; at the same time, the vocational education policy has been making important contribution to European economic and political integration as well as improving EU's international competitiveness.
论文首先探讨欧盟职业教育政策产生的社会背景。欧盟职业教育政策的形成和发展是基于欧盟本身的发展历程及相应的经济、政治、文化、教育和人口等因素的影响,论文将欧盟职业教育政策产生的社会背景分为经济背景、政治背景、文化背景、教育背景和人口背景来阐述,试图通过宏观的分析,描绘欧盟职业教育政策所根植的土壤,为进一步的分析做准备。
接着,论文梳理了欧盟职业教育政策演变的历程。在欧盟发展过程中,由于政策目标和关注点不同,职业教育政策也呈现出不同的特点。论文将欧盟职业教育政策的发展阶段分为建立关税同盟阶段,建立共同市场和经货同盟阶段,以及建立政治同盟阶段。分析发现,欧盟职业教育政策的演变具有适时性、连贯性和渐进性的特征。
欧盟职业教育政策内容和政策实施是论文重点探讨的内容。在政策内容部分,论文基于对欧盟职业教育政策文本的系统、全面的分析,以政策目标为分类依据对欧盟职业教育政策的主要内容进行分类,将之分为促进各国公民自由流动和劳动力市场一体化的政策、提升职业教育与培训吸引力的政策、提升职业教育与培训质量的政策、保障职业教育与培训经费的政策。论文详细阐述了这些政策的具体内容。
在政策实施部分,本文秉持动态的职业教育政策观,将职业教育政策看成是政策文本与政策过程的统一,既重视对静态的政策文本的分析,也重视对动态的政策实施过程的探讨。鉴于欧盟组织的特殊性,论文选取欧盟三个具有代表性的成员国(德国、法国、英国)作为案例,系统探讨三个国家依据自己的国情朝着欧盟职业教育政策目标努力的过程。分析发现,欧盟职业教育政策在各成员国的实施,是在欧盟政策目标的关照下,各成员国在对欧盟职业教育政策的本土化调适过程中改革与完善自身职业教育体系的过程。论文通过最新的国别案例资料来较为系统地展示这个过程。
论文在最后部分系统地总结欧盟职业教育政策的成效、问题与趋势。欧盟的职业教育政策促成了成员国的职业教育政策与欧盟的对接,提高了职业教育与培训的地位,推动了各国职业教育与培训的发展,增加了职业教育与培训的吸引力,指明了未来的发展方向,拓展了欧洲一体化的工作方式。但欧盟的职业教育政策也面临着一些新挑战,并呈现出新的发展趋势。
总体而言,论文对欧盟职业教育政策的研究,是从纵横两条线展开的。“纵向展开”指的是论文的章节推进与逻辑递进。本论文在内容上的递进是根据比较教育研究的一般思路和政策研究的一般范畴,即遵循“政策背景-政策过程-政策目标与内容-政策实施-政策评价”的思路来层层推进。“横向展开”指的是论文的每一章都将欧盟职业教育政策放在欧盟广阔的社会背景中去考察。论文从教育与社会的关系出发,将职业教育看成是欧盟整个社会大系统中的一个子系统,分析欧盟职业教育政策如何受到欧盟社会大系统的政治、经济、文化的影响,以及欧盟的职业教育政策本身对欧盟社会整合和经济发展所发挥的作用。论文的基本观点是：欧盟的政治经济状况及一体化进程影响着职业教育政策的走向,并直接影响着欧盟职业教育政策的实施过程；同时,欧盟职业教育政策对欧盟经济政治一体化进程以及欧盟竞争力的提升做出了重要贡献。
European Union(EU)is a distinctive regional integration organization and supranational economic and political entity, attaches great importance to vocational education and training in order to improving employment and promoting economic development. And EU uses strengthening the vocational education and training as an important means of achieving their economic and political objectives.EU's vocational education and training policy (hereinafter referred to as the European vocational education policy) have distinct features.This dissertation focuses on the EU's vocational education policy in order to provide a typical case to China's vocational education policy research, as well as provide useful strategies to construct the modern vocational education system in our country.
The dissertation firstly analyzes the background of the EU's vocational education policy from EU's economy, politics, cultural tradition and education basis, these are the soil European vocational education policy gets rooted, and then, the dissertation sorts out the evolution and development process of vocational education policy in the European Union. And then, from the perspective of policy objective, the dissertation categorizes EU's current vocational education policy into four topics, namely the policies of promoting mobility and integration of the labour market, the policies of improving the attraction of vocational education and training, the policies of quality assurance as well as the policies of funding. This dissertation also takes three EU member countries, Germany, France, and the UK, as examples, to explore the implementation of EU's vocational education policy. Finally, it analyzes systematically the effect, problems and the trend of EU's vocational education policy.
Policy content an policy implementation are the two focuses of this dissertation. In the policy content part, based on the text analysis of vocational education policy, this study elaborates the content of EU's vocational education policy according to its policy objectives.,and categorizes EU's vocational education policy into four aspects, including the policies of promoting mobility and the labour market integration, the policies of improving the attraction of vocational education and training, the policies of quality assurance as well as the policies of funding.
In the policy implementation part, this dissertation holds the dynamic view of vocational education policy, and takes the vocational education policy as the unification of the text and the policy implementation, emphasizes both the static policy text analysis and the dynamic process of policy implementation. Three representative member countries in the EU are taken as cases to analyze the policy implementation. The cases demonstrate that the implementation of EU's vocational education policy is the process of contextualization and adaptation of EU's vocational education policy towards EU's policy objectives, as well as the process of reform and perfecting each member country's vocational education system.This dissertation uses the data of the latest country report to describe this process.
The research methods of this dissertation include literature method, history method as well as the method of comparative analysis.The European Union launched its Lisbon strategy in2000.Convinced of the need to modernize education and training systems,as part of the Lisbon strategy, the Copenhagen process began in2002and it's the most important policy for EU's vocational education. This dissertation pays much attention to EU's current vocational education policies, namely, the vocational education policies under the Copenhagen process within the framework and objectives of the Lisbon Strategy.
There are two strands, the vertical and horizontal, in this dissertation. The vertical strand means that the longitudinal expansion and the developing logic of the content. It is based on the general thought of comparative education research as well as the policy research, i.e."policy background-policy development-policy goal and the content-policy implementation-policy evaluation".The horizontal expansion means that each chapter of the dissertation put European vocational education policy into the EU's wide social background.From the perspective of the relationship between education and society, this dissertation takes the vocational education as a sub-system of the whole social system of the European Union, and analyzes how EU's large social system (politics, economy, culture) influences it's vocational education policy; and also,the dissertation explores what the EU's vocational education policy itself contributes to EU's social integration and economic development. The author presents that EU's political and economic situation and the process of its integration influence its vocational education policy, and directly affects on the process of policy implementation; at the same time, the vocational education policy has been making important contribution to European economic and political integration as well as improving EU's international competitiveness.
引文
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① 长期失业是指社会劳动力在一年(或更久)均处在失业状态者。
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①此数据是笔者根据欧盟统计局2000-2011年欧盟总人口和33个国家人口统计数据做的估计。
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④ 准确地说应该是指《建立欧洲经济共同体条约》。因为《罗马条约》是《建立欧洲经济共同体条约》和《欧洲原子能条约》两个条约的统称,有用《罗马条约》指称《建立欧洲经济共同体条约》,同时又单独讨论《欧洲原子能条约》笔者是不赞成的。
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② 第128条的内容为理事会应根据委员会的提案并同经济与社会委员会和议会磋商之后,制定关于实施共同职业培训共同政策的基本原则,此项共同政策的实施将有助于各成员国经济与共同市场的和谐发展。
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② 姜大源等.当代世界职业教育发展趋势研究——现象与规律(之二)——基于纵向维度递进发展的趋势：定阶与进阶[J].中国职业技术教育,2012(21)：5-25
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② 博洛尼亚进程是欧盟在1999年的博洛尼亚宣言发起,旨在创建一个欧洲高等教育区,签约国包括后来欧盟的15个成员国,3个欧洲经济区国家：冰岛、挪威和瑞士,还有11个候选国：保加利亚、捷克共和国、爱沙利亚、匈牙利、拉脱维亚、立陶宛、马耳他、波兰、罗马尼亚、斯洛伐克和斯洛文尼亚。国际组织如欧盟委员会、欧洲理事会和大学联合会、校长和学生参与了宣言的起草。其中，各国打算把他们的高等教育建立在三个层次的基础上：学士、硕士和博士,目的是使他们的学位更容易理解和比较,建立一个学分转换系统、在质量保障方面合作,在课程层面增强欧洲维度并支持学生、教师和研究人员的流动。
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② 王文槿.增强职前职业教育与培训吸引力：欧盟的经验[J].职业技术教育,2009(36)：70-73(本文为欧盟培训发展中心(Cedefop)Dr.Guy Tchibozo 2009年报告摘译——原文注)
③ 严璇.提升职业教育吸引力的欧盟模式：内涵、政策与问题[J].教育与职业,2010(11)：17-19
③Johanna Lasonen, Jean Gorden. Improving the attractiveness and image of VET. Luxembourg:Office for Official Publications of the European Communities,2008转引自：王文槿.关于增强职业教育吸引力的国际文献综述[J].中国职业技术教育,2010 (4)：64-67
① 王文槿.关于增强职业教育吸引力的国际文献综述[J].中国职业技术教育,2010(4)：64-67
②European Center for the Development of Vocational Training(Cedefop).a bridge to the future European policy for vocational education and training 2002-10[R].Luxembourg:Publications Office of the European Union,2010.38
① 引自：赵昕.21世纪初欧盟VET政策研究[D].华东师范大学硕士学位论文,2008.18(引用时有改动)
①European Center for the Development of Vocational Training(Cedefop). a bridge to the future European policy for vocational education and training 2002-10[R].Luxembourg:Publications Office of the European Union,2010.38-39
② 严璇.提升职业教育吸引力的欧盟模式：内涵、政策与问题[J].教育与职业,2010(11)：17-19
①European Center for the Development of Vocational Training(Cedefop). a bridge to the future European policy for vocational education and training 2002-10[R].Luxembourg:Publications Office of the European Union,2010.40
②Ecotec (2008):Beyond the Maastricht Communique:developments in the opening up of VET pathways and the role of VET in labour market integration, http://ec.europa.eu/education/more-information/doc/vetreport en.pdf.2012-6-11
③European Center for the Development of Vocational Training(Cedefop). a bridge to the future European policy for vocational education and training 2002-10[R].Luxembourg:Publications Office of the European Union,2010.39
④Dunkel T., Mouillour I., Teichler U.Through the looking-glass:diversification and differentiation in vocational education and training and higher education [A].CEDEFPOP. Modernising vocational education and training:fourth report on vocational training research in Europe:background report (Volume 2) [M]. Luxembourg:Publications Office,2008.转引自：严璇.提升职业教育吸引力的欧盟模式：内涵、政策与问题[J].教育与职业,2010(11)：17-19
①European Center for the Development of Vocational Training(Cedefop).a bridge to the future European policy for vocational education and training 2002-10[R].Luxembourg:Publications Office of the European Union,2010.41
①European Center for the Development of Vocational Training(Cedefop). a bridge to the future European policy for vocational education and training 2002-10[R]..Luxembourg:Publications Office of the European Union,2010.42
②European Center for the Development of Vocational Training(Cedefop) (2008). Sectoral training funds in Europe. Luxembourg:Publications Office (Cedefop Panorama series; 156).http://www.cedefop.europa.eu/EN/Files/5189 en.pdf
③European Center for the Development of Vocational Training(Cedefop). a bridge to the future European policy for vocational education and training 2002-10[R].Luxembourg:Publications Office of the European Union,2010.51
①European Center for the Development of Vocational Training(Cedefop). a bridge to the future European policy for vocational education and training 2002-10[R].Luxembourg:Publications Office of the European Union,2010.52-53
②European Center for the Development of Vocational Training(Cedefop). a bridge to the future European policy for vocational education and training 2002-10[R].Luxembourg:Publications Office of the European Union,2010.53
③ 李青霞.对欧洲职业教育学分转移的认识[J].教育与职业,2009(16)：19-21
④Cedefop (2003). Internationalisation and changing skill needs in European small firms:Synthesis report[R]. Luxembourg:Publications Office.
① 吴雪萍,张程.推进欧盟职业教育一体化的达芬奇计划探析[J].比较教育研究,2009(6)：72-76
② 吴雪萍,张程.推进欧盟职业教育一体化的达芬奇计划探析[J].比较教育研究,2009(6)：72-76
③European Center for the Development of Vocational Training(Cedefop). a bridge to the future European policy for vocational education and training 2002-10[R].Luxembourg:Publications Office of the European Union,2010.43
①European Center for the Development of Vocational Training(Cedefop). a bridge to the future European policy for vocational education and training 2002-10[R]. Luxembourg:Publications Office of the European Union,2010.44
②European Center for the Development of Vocational Training(Cedefop). a bridge to the future European policy for vocational education and training 2002-10[R].Luxembourg:Publications Office of the European Union,2010.44
①European Center for the Development of Vocational Training(Cedefop). a bridge to the future European policy for vocational education and training 2002-10[R].Luxembourg:Publications Office of the European Union,2010.45
① 社会融合包含个人在社会中的不同方面,能用收入和生活质量水平、参与社会网络、获得服务的意识(如,更多的学习机会等)加以测量。见：European Center for the Development of Vocational Training(Cedefop) (2009). Modernising vocational education and training-Fourth report on vocational education and training research in Europe:synthesis report. Luxembourg:Publications Office. http://www.cedefop.europa.eu/EN/Files/3050_en.pdf. 2012-12-13
②European Commission(2010).A new impetus for European cooperation in vocational education and training to support the Europe 2020 strategy, Brussels,9.6.2010 COM(2010) 296 final. http://www.cedefop.europa.eu.2012-12-13
② 见：赵听.21世纪初欧盟VET政策研究[D].华东师范大学硕十学位论文,2008：雍冀慧.欧盟职业教育与培训政策及其对中国的启示——基于里斯本战略的研究[D].南开大学博士学位论文,2010
④European Center for the Development of Vocational Training(Cedefop). a bridge to the future European policy for vocational education and training 2002-10[R]. Luxembourg:Publications Office of the European Union,2010.46
①European Center for the Development of Vocational Training(Cedefop). a bridge to the future European policy for vocational education and training 2002-10[R].Luxembourg:Publications Office of the European Union,2010.47
②European Center for the Development of Vocational Training(Cedefop). a bridge to the future European policy for vocational education and training 2002-10[R].Luxembourg:Publications Office of the European Union,2010.47
①European Commission (2009b):Progress towards the Lisbon objectives in education and training-Indicators and benchmarks 2009:Commission Staff Working Document [DB/OL]. http://ec.europa.eu/education/lifelong-learning-policy/doc/report09/report en.pdf.2012-02-12
②European Commission (2009b):Progress towards the Lisbon objectives in education and training-Indicators and benchmarks 2009:Commission Staff Working Document [DB/OL]. http://ec.europa.eu/education/lifelong-learning-policy/doc/report09/report en.pdf.2012-02-12
③European Center for the Development of Vocational Training(Cedefop) (2009). Modernising vocational education and training-Fourth report on vocational education and training research in Europe:synthesis report. Luxembourg: Publications Office. http://www.cedefop.europa.eu/EN/Files/3050_en.pdf.2012-02-10
④Eurofound (2006). European Foundation for the Improvement of Living and Working Conditions. Employment guidance services for people with disabilities[DB/OL].. Luxembourg:Publications Office. http://www.eurofound.europa.eu/pubdocs/2006/33/en/1/ef0633en.pdf.2012-03-11
①European Center for the Development of Vocational Training(Cedefop) (2010). Guiding at-risk youth through learning to work:lessons from across Europe. Luxembourg:Publications Office,Research paper 3. http://www. cedefop.europa.eu/EN/Files/5503_en.pdf.2012-02-12
① 建忠.欧盟职业教育发展的若干政策走向[J].职教论坛,2007(1)：52-55
② 吴雪萍.张科丽.欧洲职业教育与培训质量保证参考框架分析[J].教育研究,2011 (3)：93-97
①European Commission Education and Training.The European Quality Assurance Framework for Vocational Education and Training [EB/OL].http://ec.europa.eu/education/lifelong-learning-policy/doc1134_en.htm.转引自：吴雪萍,张科丽.欧洲职业教育与培训质量保证参考框架分析[J].教育研究,2011(3)：93-97
②European Parliament. Draft European Parliament Legislative Resolution on the Proposal for a Recommendation of the European Parliament and of the Council on the Establishment of a European Quality Assurance Reference Framework for Vocational Education and Training[R],Committee on Employment and Social Affairs.转引自：吴雪萍,张科丽.欧洲职业教育与培训质量保证参考框架分析[J].教育研究,2011(3)：93-97
③ 吴雪萍,张科丽.欧洲职业教育与培训质量保证参考框架分析[J].教育研究,2011(3)：93-97
①European Center for the Development of Vocational Training(Cedefop) (2009). Accreditation and quality assurance in vocational education and training-Selected European approaches. Luxembourg:Publications Office.
www.cedefop.europa.eu/EN/Files/4089 en.pdf.2012-03-11
②European Center for the Development of Vocational Training(Cedefop). a bridge to the future European policy for vocational education and training[R]. Luxembourg:Publications Office of the European Union.2010.30
① European Center for the Development of Vocational Training(Cedefop).a bridge to the future European policy for vocational education and training[R]. Luxembourg:Publications Office of the European Union,2010.57
① 李建忠.全国教育科学“十五”规划教育部重点课题“中国和欧盟国家职业教育比较研究”成果公报(课题批准号：DDA010187),2009年7月
① 技能预测是识别未来技能或资格预期,或者短期、中期和长期的要求。它是基于各种各样定性和定量的方法识别不同的行业用得上的工作和相应的技能或资格要求。见：European Center for the Development of Vocational Training(Cedefop). a bridge to the future European policy for vocational education and training 2002-10[R]. Luxembourg:Publications Office of the European Union,2010.61
Council of the European Union (2006).Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning[DB/OL]. http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:L:2006:394:0010:0018:EN:PDF.2012-03-11
① European Center for the Development of Vocational Training(Cedefop). a bridge to the future European policy for vocational education and training 2002-10[R]. Luxembourg:Publications Office of the European Union,2010.65
② European Center for the Development of Vocational Training(Cedefop). a bridge to the future European policy for vocational education and training 2002-10[R]. Luxembourg:Publications Office of the European Union,2010.65
①European Commission (2010). New skills for new jobs:action now:A report by the Expert Group on New Skills for New Jobs prepared for the European Commission. Luxembourg:Publications Office.http://libserver.cedefop.europa.eu/ vetelib/2010/72451.pdf.2012-02-12
②European Commission (2010). New skills for new jobs:action now:A report by the Expert Group on New Skills for New Jobs prepared for the European Commission. Luxembourg:Publications Office.http://libserver.cedefop.europa.eu/ vetelib/2010/72451.pdf.2012-02-12
③European Center for the Development of Vocational Training(Cedefop). a bridge to the future European policy for vocational education and training 2002-10[R]. Luxembourg:Publications Office of the European Union,2010.65
European Commission (2001). Report from the commission:the concrete future objectives of education systems[EB/OL]. http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=COM:2001:0059:FIN:EN:PDF. 2012-03-10
①European Commission (2008). Communication from the Commission to the European Parliament, the Council, the European Economic and Social Committee and the Committee of the Regions:new skills for new jobs:anticipating and matching labour market and skill needs. Luxembourg:Publications Office.http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=COM:2008:0868:FIN:EN:PDF.2012-03-10
②European Center for the Development of Vocational Training(Cedefop). a bridge to the future European policy for vocational education and training 2002-10[R]. Luxembourg:Publications Office of the European Union,2010.73
①European Center for the Development of Vocational Training(Cedefop). a bridge to the future European policy for vocational education and training 2002-10[R]. Luxembourg:Publications Office of the European Union,2010.74
① 第一期从1995年至1999年,为期5年,预算6.2亿欧元,其主要目标在于加强不同组织部门之间的跨国合作,支持欧盟成员国不断创新职业教育的政策和实践；第二期从2000年至2006年,为期7年,预算11.5亿欧元,主要目标是通过促进终身学习以及在职业培训领域的合作,推动欧洲教育区的产生。第三期从2007年至2013年,为期7年。该阶段计划又被囊括在欧洲委员会制定的综合性终身教育计划中。见：吴雪萍,张程.推进欧盟职业教育一体化的达芬奇计划探析[J].比较教育研究,2009(6)：72-76
② 李建忠.全国教育科学“十五”规划教育部重点课题“中国和欧盟国家职业教育比较研究”成果公报(课题批准号：DDA010187),2009年7月
③European Center for the Development of Vocational Training(Cedefop). a bridge to the future European policy for vocational education and training[R].Luxembourg:Publications Office of the European Union,2010.74
① 指帮助失业的人以及面临失业危险的人的就业服务或培训项目。见：European Center for the Development of Vocational Training(Cedefop). a bridge to the future European policy for vocational education and training 2002-10 [R]. Luxembourg:Publications Office of the European Union,2010.71-72
②European Center for the Development of Vocational Training(Cedefop). a bridge to the future European policy for vocational education and training 2002-10[R]. Luxembourg:Publications Office of the European Union,2010.75
③European Center for the Development of Vocational Training(Cedefop). a bridge to the future European policy for vocational education and training 2002-10[R]. Luxembourg:Publications Office of the European Union,2010.71
④European Center for the Development of Vocational Training(Cedefop). a bridge to the future European policy for vocational education and training 2002-10 [R]. Luxembourg:Publications Office of the European Union,2010.72-73
①European Center for the Development of Vocational Training(Cedefop). a bridge to the future European policy for vocational education and training 2002-10[R].Luxembourg:Publications Office of the European Union,2010.69
②European Center for the Development of Vocational Training(Cedefop). a bridge to the future European policy for vocational education and training 2002-10[R]. Luxembourg:Publications Office of the European Union,2010.76
①European Center for the Development of Vocational Training(Cedefop). a bridge to the future European policy for vocational education and training 2002-10[R]. Luxembourg:Publications Office of the European Union,2010.77
① 李建忠.全国教育科学“十五”规划教育部重点课题“中国和欧盟国家职业教育比较研究”成果公报(课题批准号：DDA010187),2009年7月
② 李建忠.全国教育科学“十五”规划教育部重点课题“中国和欧盟国家职业教育比较研究”成果公报(课题批准号：DDA010187),2009年7月
③ 根据学习者购买的培训直接发放资金,通常要求受益人共同出资。
①European Center for the Development of Vocational Training(Cedefop). a bridge to the future European policy for vocational education and training 2002-10[R]. Luxembourg:Publications Office of the European Union,2010.79
②European Center for the Development of Vocational Training(Cedefop). a bridge to the future European policy for vocational education and training 2002-10[R]. Luxembourg:Publications Office of the European Union,2010.79
①European Center for the Development of Vocational Training(Cedefop). a bridge to the future European policy for vocational education and training 2002-10[R]. Luxembourg:Publications Office of the European Union,2010.81
① 张燕.职业培训公共质量监控的比较研究——以德国、法国和英国为例[J].中国职业技术教育,2011(10)：75-79
① 袁振国主编.教育政策学[M].南京：江苏教育出版社,2000.289原文转引自：林水波、张世贤著.公共政策[M].台湾五南图书出版公司1982年版,第248页。
② 袁振国主编.教育政策学[M].南京：江苏教育出版社,2000.291
③Federal Institute for Vocational Education and Training. Germany:VET in Europe:country report 2011[DB/OL].http://libserver.cedefop. europa.eu/vetelib/2011/2011_CR_DE.pdf.2011/2012-04-10
① 约阿西姆·明希著任永秋于爱民译.关于德国的职业教育政策及其研究[J].中国职业技术教育,2004(24)：13-14
② 袁振国主编.教育政策学[M].南京：江苏教育出版社,2000.296-297
③Federal Institute for Vocational Education and Training.VET Policy Report Germany[DB/OL]. http://libserver.cedefop. europa.eu/vetelib/eu/pub/cedefop/vetreport/2010_CR_DE.pdf. February 2010/2012-03-16
①Federal Institute for Vocational Education and Training.VET Policy Report Germany[DB/OL]. http://libserver.cedefop. europa.eu/vetelib/eu/pub/cedefop/vetreport/2010 CR DE.pdf. February 2010/2012-03-16
② 彭正梅.德国职业教育改革和发展趋势[J].全球教育展望,2002(3)：77-80
③ 德国联邦议会对《联邦职业教育法》的修订提出了8条建议,涉及到职业教育法若干中心内容。这些建议是： (1)要考虑在欧洲范闱与国际范围内实施的可能性； (2)要排除区域发展不均衡导致的区域职业教育机会的不均等；(3)要考虑职业学校学习成绩在行业协会举办的毕业考试中的比重,并制定职业学校学习时间在整个培训时间中所占比重的换算比例和换算规则； (4)要考虑在职业性原则下模块化方案的实施； (5)要考虑再采取企业外培训措施以及职业准备培训前提下,将联邦《职业教育法》的使用范围扩展到全日制职业学校(包括健康领域如护理培训的职业学校)的途径； (6)要考虑取消中期考试并修订毕业考试的目标以及考试改革： (7)要考虑对社会不利群体的职业教育采取进一步的促进措施； (8)要考虑职业教育经费的分摊及基金机制的建立等。”见：姜大源主编.当代世界职业教育发展趋势研究[M].北京：电子工业出版社,2012.285
① 姜大源主编.当代世界职业教育发展趋势研究[M].北京：电子工业出版社,2012.287-288；姜大源.着眼于未来的理性思辨：坚持与改革——德国“双元制”职业教育近期发展动态综述[J].职业技术教育,2004(5)
② 马立武,祁伟.近年德国促进职业教育发展的新措施[J].中国职业技术教育,2007(5)：54-55
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④ 姜大源主编.当代世界职业教育发展趋势研究[M].北京：电子工业出版社,2012.296
⑤ 姜大源主编.当代世界职业教育发展趋势研究[M].北京：电子工业出版社,2012.297
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②Federal Institute for Vocational Education and Training.VET Policy Report Germany[DB/OL]. http://libserver.cedefop. europa.eu/vetelib/eu/pub/cedefop/vetreport/2010_CR_DE.pdf. February 2010/2012-03-16.p.7
①Federal Institute for Vocational Education and Training.VET Policy Report Germany[DB/OL]. http://libserver.cedefop. europa.eu/vetelib/eu/pub/cedefop/vetreport/2010_CR_DE.pdf. February 2010/2012-03-16.p.63
② 陈莹.德国职业资格框架的构建[J].职教论坛,2010(21)：93-96
③ 陈莹.德国职业资格框架的构建[J].职教论坛,2010(21)：93-96 http://libserver.cedefop. europa.eu/vetelib/eu/pub/cedefop/vetreport/2010_CR DE.pdf. February 2010/2012-03-16.p.19
②Federal Institute for Vocational Education and Training.VET Policy Report Germany[DB/OL]. http://libserver.cedefop. europa.eu/vetelib/eu/pub/cedefop/vetreport/2010_CR_DE.pdf. February 2010/2012-03-16.p.20
③ 姜大源.德国职业教育的最新改革与发展动态[J].中国职业技术教育,2010(5)：5-9
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①ederal Institute for Vocational Education and Training.VET Policy Report Germany[DB/OL].http://libserver.cedefop. europa.eu/vetelib/eu/pub/cedefop/vetreport/2010_CR_DE.pdf. February 2010/2012-03-16. p.24
②Federal Institute for Vocational Education and Training.VET Policy Report Germany[DB/OL].http://libserver.cedefop. europa.eu/vetelib/eu/pub/cedefop/vetreport/2010_CR_DE.pdf. February 2010/2012-03-16. p.25
①ederal Institute for Vocational Education and Training. Germany:VET in Europe:country report 2012[DB/OL] http://libserver. cedefop.europa.eu/vetelib/2012/2012_CR_DE.pdf.2012/2013-01-31, p.XIV
②Federal Institute for Vocational Education and Training.VET Policy Report Germany[DB/OL]. http://libserver.cedefop. europa.eu/vetelib/eu/pub/cedefop/vetreport/2010_CR_DE.pdf.February 2010/2012-03-16. p.35-36
①Federal Institute for Vocational Education and Training.VET Policy Report Germany[DB/OL]. http://libserver.cedefop. europa.eu/vetelib/eu/pub/cedefop/vetreport/2010_CR_DE.pdf.February 2010/2012-03-16. pp.35-36
①Federal Institute for Vocational Education and Training.VET Policy Report Germany[DB/OL]. http://libserver.cedefop. europa.eu/vetelib/eu/pub/cedefop/vetreport/2010_CR_DE.pdf. February 2010/2012-03-16. p. 54
②Federal Institute for Vocational Education and Training.VET Policy Report Germany[DB/OL]. http://libserver.cedefop. europa.eu/vetelib/eu/pub/cedefop/vetreport/2010_CR_DE.pdf. February 2010/2012-03-16. p.54 Federal Institute for Vocational Education and Training.VET Policy Report Germany[DB/OL], http://libserver.cedefop. europa.eu/vetelib/eu/pub/cedefop/vetreport/2010_CR_DE.pdf. February 2010/2012-03-16. p. 56
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① 彭正梅.德国职业教育改革和发展趋势[J].全球教育展望,2002(3)：77-80
② 社会融合包含个人在社会中的不同方面,能用收入和生活质量水平、参与社会网络、获得服务的意识(如,更多的学习机会等)加以测量。见：Cedefop (2009). Modernising vocational education and training-Fourth report on vocational education and training research in Europe:synthesis report. Luxembourg:Publications Office. http://www.cedefop.europa.eu/EN/Files/3050_en.pdf.2009/2012-05-11
③European Commission. A new impetus for European cooperation in vocational education and training to support the Europe 2020 strategy[DB/OL].http://eur-lex.europa.eu/Lex UriServ/LexUriServ.do?uri=COM:2010:0296:FIN:EN:PDF.2010/2013-05-11
④Federal Institute for Vocational Education and Training.VET Policy Report Germany[DB/OL]. http://libserver.cedefop. europa.eu/vetelib/eu/pub/cedefop/vetreport/2010_CR_DE.pdf. February 2010/2012-03-16. p.48
①Federal Institute for Vocational Education and Training.VET Policy Report Germany[DB/OL]. http://libserver.cedefop. europa.eu/vetelib/eu/pub/cedefop/vetreport/2010_CR_DE.pdf. February 2010/2012-03-16. p.38
② 已经离开学校一年以上,同时未能成功申请学徒位置的年轻人,在再次申请培训岗位时即为“二次申请者”。
③Federal Institute for Vocational Education and Training. VET Policy Report Germany[DB/OL]. http://libserver.cedefop. europa.eu/vetelib/eu/pub/cedefop/vetreport/2010_CR_DE.pdf.February 2010/2012-03-16. p.39
①Federal Institute for Vocational Education and Training.VET Policy Report Germany[DB/OL]. http://libserver.cedefop. europa.eu/vetelib/eu/pub/cedefop/vetreport/2010_CR_DE.pdf. February 2010/2012-03-16. p.40
①Federal Institute for Vocational Education and Training.VET Policy Report Germany[DB/OL].http:// libserver.cedefop. europa.eu/vetelib/eu/pub/cedefop/vetreport/2010_CR_DE.pdf. February 2010/2012-03-16. p.44
② 跨国项目旨在促进专业知识、方法和实践案例的系统交流。
③Federal Institute for Vocational Education and Training.VET Policy Report Germany[DB/OL]. http://libserver.cedefop. europa.eu/vetelib/eu/pub/cedefop/vetreport/2010_CR_DE.pdf.February 2010/2012-03-16. p.73
①Federal Institute for Vocational Education and Training.VET Policy Report Germany[DB/OL]. http://libserver.cedefop. europa.eu/vetelib/eu/pub/cedefop/vetreport/2010_CR_DE.pdf. February 2010/2012-03-16. p.77
②Federal Institute for Vocational Education and Training.VET Policy Report Germany[DB/OL]. http://libserver.cedefop. europa.eu/vetelib/eu/pub/cedefop/vetreport/2010_CR_DE.pdf. February 2010/2012-03-16. p.70
③Federal Institute for Vocational Education and Training.VET Policy Report Germany[DB/OL]. http://libserver.cedefop. europa.eu/vetelib/eu/pub/cedefop/vetreport/2010_CR_DE.pdf. February 2010/2012-03-16. p.72
④Federal Institute for Vocational Education and Training. Germany:VET in Europe:country report 2012[DB/OL].http://libserver.cedefop.europa.eu/vetelib/2012/2013-01-31.P.X
①Federal Institute for Vocational Education and Training.VET Policy Report Germany[DB/OL]. http://libserver.cedefop. europa.eu/vetelib/eu/pub/cedefop/vetreport/2010_CR_DE.pdf. February 2010/2012-03-16. p.79
②Federal Institute for Vocational Education and Training. Germany:VET in Europe:country report 2012[DB/OL].]http://libserver.cedefop. europa.eu/vetelib/2012/2012_CR_DE.pdf.2012/2013-01-31.p.XII
③Federal Institute for Vocational Education and Training.VET Policy Report Germany[DB/OL]. http://libserver.cedefop. europa.eu/vetelib/eu/pub/cedefop/vetreport/2010_CR_DE.pdf. February 2010/2012-03-16. p.72
① Federal Institute for Vocational Education and Training.VET Policy Report Germany[DB/OL]. http://libserver.cedefop. europa.eu/vetelib/eu/pub/cedefop/vetreport/2010_CR_DE.pdf. February 2010/2012-03-16. p.71
② Federal Institute for Vocational Education and Training.VET Policy Report Germany[DB/OL]. http://libserver.cedefop.europa.eu/vetelib/eu/pub/cedefop/vetreport/2010_CR_DE.pdf.February 2010/2012-03-16..p.72
① 本部分谈到“英国”的部分,一般都是指英国职业资格和管理制度中的共性部分。
② 姜大源主编.当代世界职业教育发展趋势研究[M].北京：电子工业出版社,2012.271；郑坚.英国职业资格制度览析[J].职教论坛,2012(1)：87-92
③Qualifications and Curriculum Development Agency. United Kingdom. Country Report-2011[DB/OL]. http://libserver.cedefop.europa.eu/vetelib/2011/2011_CR_UK.pdf.2011/2012-10-11
④ 刘念.英国职业教育体系的组成[J].中国职业技术教育,2004(20)：59-60
① Qualifications and Curriculum Development Agency. UK National Policy report for 2010[DB/OL]. http://libserver.cedefop.europa.eu/vetelib/2010/vetpolicy/2010 NPR UK.pdf.2010/2012-09-26.p.94
② HM Government,2009, Lisbon Strategy for Jobs and Growth, Chapter 4 http://www.hm-treasury. gov.uk/d/lisbon_strategy_ 081009_final.pdf.2009/2012-11-18
③ 樊大跃.欧洲资格证书框架体系的构建与实质[J].深圳职业技术学院学报,2009(11)：24-29
④ Qualifications and Curriculum Development Agency. UK National Policy report for 2010[DB/OL]. http://libserver.cedefop.europa.eu/vetelib/2010/vetpolicy/2010_NPR_UK.pdf.2010/2012-09-26
⑤ 苏格兰和威尔士的学分与资格框架都包含了高等教育的相关资格框架。
①Qualifications and Curriculum Development Agency. United Kingdom. Country Report-2011[DB/OL]. http://libserver.cedefop.europa.eu/vetelib/2011/2011_CR UK.pdf.2011/2012-10-11
② 即：SCQF Partnership, Welsh Assembly Government, CCEA and QCA. Referencing the Qualifications Frameworks of the United Kingdom to the European Qualifications Framework,2009
①Qualifications and Curriculum Development Agency. UK National Policy report for 2010[DB/OL]. http://libserver. cedefop.europa.eu/vetelib/2010/vetpolicy/2010_NPR_UK.pdf.2010/2012-09-26. p.26
① 网址见：www.cityandguilds.com/europass
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③Qualifications and Curriculum Development Agency. United Kingdom. Country Report-2011[DB/OL]. http://libserver.cedefop.europa.eu/vetelib/2011/2011_CR_UK.pdf.2011/2012-10-11. p.22
①Qualifications and Curriculum Development Agency. United Kingdom. Country Report-2011[DB/OL]. http://libserver.cedefop.europa.eu/vetelib/2011/2011_CR_UK.pdf.2011/2012-10-11.p.23
②Qualifications and Curriculum Development Agency. United Kingdom. Country Report-2011[DB/OL]. http://libserver.cedefop.europa.eu/vetelib/2011/2011_CR_UK.pdf.2011/2012-10-11.p.24
①Qualifications and Curriculum Development Agency. United Kingdom. Country Report-2011[DB/OL]. http://libserver.cedefop.europa.eu/vetelib/2011/2011_CR_UK.pdf.2011/2012-10-11.p.26
① 漆军等.英国职业教育运行机制[J].职业技术教育,2008 (16)：88-90
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① 漆军,谢臣英,赵小平,余蔚荔,宋欧.英国职业教育运行机制[J].职业技术教育,2008(16)：88-90
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① 姜大源主编.当代世界职业教育发展趋势研究[M].北京：电子工业出版社,2012.154
② 姜大源主编.当代世界职业教育发展趋势研究[M].北京：电子工业出版社,2012.156
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① 该计划名为：More Choices, More Chances:A Strategy to Reduce the Proportion of Young People not in Education, Employment or Training in Scotland (2006),
②网址见：http://www.dcsf.gov.uk/14-19/documents/8537-DCSF-Investing%20in%20Potential-WEB.pdf
③Qualifications and Curriculum Development Agency. UK National Policy report for 2010[DB/OL]. http://libserver.cedefop. europa.eu/vetelib/2010/vetpolicy/2010 NPR UK.pdf.2010/2012-09-26. p.44-45
④ 16岁是英国义务教育的结束年龄。
①Qualifications and Curriculum Development Agency. UK National Policy report for 2010[DB/OL]. http://libserver.cedefop. europa.eu/vetelib/2010/vetpolicy/2010_NPR_UK.pdf.2010/2012-09-26. p.64
① 姜大源主编.当代世界职业教育发展趋势研究[M].北京：电子工业出版社,2012.155；姜大源等.当代世界职业教育发展趋势研究：现象与规律(之三)——基于纵横维度交替发展的趋势：实然与应然[J].中国职业技术教育,2012 (8)
② 姜大源主编.当代世界职业教育发展趋势研究[M].北京：电子工业出版社,2012.155
③Qualifications and Curriculum Development Agency. UK National Policy report for 2010[DB/OL]. http://libserver.cedefop, europa.eu/vetelib/2010/vetpolicy/2010_NPR_UK.pdf.2010/2012-09-26. p.88
①Qualifications and Curriculum Development Agency. UK National Policy report for 2010[DB/OL]. http;//libserver.cedefop. europa.eu/vetelib/2010/vetpolicy/2010_NPR_UK.pdf.2010/2012-09-26. p.88
②Qualifications and Curriculum Development Agency. UK National Policy report for 2010[DB/OL]. http://libserver.cedefop. europa.eu/vetelib/2010/vetpolicy/2010_NPR_UK.pdf.2010/2012-09-26. p.89
① 张颖.法国的职业教育管理和培训体系[J].河南职业技术师范学院学报(职业教育版),2008(1)：68-80
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③ 张颖.法国的职业教育管理和培训体系[J].河南职业技术师范学院学报(职业教育版),2008(1)：68-80
① 张颖.法国近期职业教育教学改革新动向[J].中国职业技术教育,2008(6下)：5-7
②Centre for information on continuing vocational training.A bridge to the future European policy for vocational education and training 2002-10--National policy report-France[DB/OL].http://www.cedefop.europa.eu/EN/I nformation-services/vet-in-europe-country-reports.aspx. March 2010/2012-06-09
③ 网址见：www.cncp.gouv.fr Centre for information on continuing vocational training.A bridge to the future European policy for vocational education and training 2002-10--National policy report-France[DB/OL]. http://www.cedefop.europa.eu/EN/! nformation-services/vet-in-europe-country-reports.aspx. March 2010/2012-06-09. p.9
②ReferNet France. France-VET in Europe-Country Report[DB/OL].http://libserver.cedefop.europa.eu/ vetelib/2011/2011_CR_FR.pdf. September 2011/2012-09-10.p.28
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② 李新功.欧盟职业培训：政策与实践[D].复旦大学博士学位论文,2005.114-115
①Council Conclusions on a strategic framework for European cooperation in education and training("ET 2020"),12 May 2009. Brussels:Council of the EU,2009.
② 法国教育界对平等的理解是：个体能够获得、利用教育和培训的机会、过程和结果的程度。见：Centre forinformation on continuing vocational training.A bridge to the future European policy for vocational education and training 2002-10--National policy report-France[DB/OL]. http://www.cedefop.europa.eu/EN/I nformation-services/vet-in-europe-country-reports.aspx. March 2010/2012-06-09. p.16
① 李新功.欧盟职业培训：政策与实践[D].复旦大学博士学位论文,2005.110
① 张颖.法国近期职业教育教学改革新动向[J].中国职业技术教育,2008(6下)：5-7
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② 苟顺明,陈时见.法国教师教育改革的主要措施与基本经验[J].教师教育研究,2013(2)：75-80
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② 广义上讲,欧盟理事会包括欧盟理事会(Council of the European Union)与欧洲理事会(European Council),与欧洲委员会(Council of Europe)无关。欧洲理事会是欧盟首脑会议,由欧盟成员国国家元首或政府首脑即欧盟委员会主席定期召开会议的一种机制。虽然不是欧盟的常设机构,也不能行使立法职能,但在欧盟决策过程中发挥着特殊和决定性的作用。
① 除非有专门说明,否则本文中职业教育与“职业教育与培训”这两个概念是互换使用的,即表达相同的意思；而“初始(initial)职业教育”指的是教育对象在未正式就业或离开学校系统前所接受的对某一工作内容和技能的学习,相当十“职前教育”
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② 行业取向(sectoral approach)和鼓励社会伙伴参与是哥本哈根进程确立的欧盟职业教育与培训政策实施的基本原则。
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①此数据是笔者根据欧盟统计局2000-2011年欧盟总人口和33个国家人口统计数据做的估计。
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④ 准确地说应该是指《建立欧洲经济共同体条约》。因为《罗马条约》是《建立欧洲经济共同体条约》和《欧洲原子能条约》两个条约的统称,有用《罗马条约》指称《建立欧洲经济共同体条约》,同时又单独讨论《欧洲原子能条约》笔者是不赞成的。
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② 第128条的内容为理事会应根据委员会的提案并同经济与社会委员会和议会磋商之后,制定关于实施共同职业培训共同政策的基本原则,此项共同政策的实施将有助于各成员国经济与共同市场的和谐发展。
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①Ertl H. The role of European Union programmes and approaches to modularisation in vocational education: fragmentationor integration? [M]. Munich:Utz Verlag,2002.转引自胡伯特·埃特尔喻恺.欧盟的教育丁培训政策五十年发展综述[J].教育学报,2009(1)：113-121
①Janne H. For a Community policy in education[J].Bulletin of the European Communities,1973, Supplement 10/73.转引自胡伯特·埃特尔喻恺.欧盟的教育与培训政策五十年发展综述[J].教育学报,2009(1)：113-121
①Court of Justice of the European Communities. Judgment of the Court of 13 February 1985.Fran? oise Gravier v City of Liege. Case 293/83. [J].Reports of Cases Before the Court,1985,593转自胡伯特·埃特尔喻恺.欧盟的教育与培训政策五十年发展综述[J].教育学报,2009(1)：113-121
① 严璇.欧盟职业资格证书一体化发展研究[D].华东师范大学硕士学位论文,2007.11
①European Center for the Development of Vocational Training(Cedefop). a bridge to the future:European policy for vocational education and training 2002-10[R]. Luxembourg:Publications Office of the European Union,2010.25
① 姜大源等.当代世界职业教育发展趋势研究——现象与规律(之二)——基于纵向维度递进发展的趋势：定阶与进阶[J].中国职业技术教育,2012(21)：5-25
②Bologna Working GrouP on Qualifications Frameworks. A Framework for Qualifications of the EuroPean Higher Education Area[R].DK:Ministry of Seience, Technology and Innovation,2005:97转引自：严璇.欧盟职业资格证书一体化发展研究[D].华东师范大学硕士学位论文,2007.31
② 姜大源等.当代世界职业教育发展趋势研究——现象与规律(之二)——基于纵向维度递进发展的趋势：定阶与进阶[J].中国职业技术教育,2012(21)：5-25
③ 姜大源.当代世界职业教育发展趋势研究——现象与规律(之一)——基于横向维度延伸发展的趋势：定界与跨界[J].中国职业技术教育,2012(18)：5-16
④ 严璇.欧盟职业资格证书一体化发展研究[D].华东师范大学硕士学位论文,2007.33
⑥European Center for the Development of Vocational Training(Cedefop). a bridge to the future European policy for vocational education and training 2002-10[R]. Luxembourg:Publications Office of the European Union,2010.26-27
① 阚阅.欧洲资格框架解析[J].教育发展研究,2009(19)：64-79
② 姜大源等.当代世界职业教育发展趋势研究——现象与规律(之二)——基于纵向维度递进发展的趋势：定阶与进阶[J].中国职业技术教育,2012(21)：5-25
③The European Parliament and the Council, ecommendation on the Establishment of the European Qualifications for Lifelong Learning[Z]. Official Journal of the European Union.2008.转引自阚阅.欧洲资格框架解析[J].教育发展研究,2009(19)：64-79
①European Centre for the Development of Vocational Training(Cedefop). A bridge to the future:European policy for vocational education and training 2002-10[R].Luxembourg:Publications Office of the European Union,2010.27
② 阐阅.欧洲资格框架解析[J].教育发展研究,2009(19)：64-79
①European Centre for the Development of Vocational Training(Cedefop). A bridge to the future:European policy for vocational education and training 2002-10[R].Luxembourg:Publications Office of the European Union,2010.28
② 博洛尼亚进程是欧盟在1999年的博洛尼亚宣言发起,旨在创建一个欧洲高等教育区,签约国包括后来欧盟的15个成员国,3个欧洲经济区国家：冰岛、挪威和瑞士,还有11个候选国：保加利亚、捷克共和国、爱沙利亚、匈牙利、拉脱维亚、立陶宛、马耳他、波兰、罗马尼亚、斯洛伐克和斯洛文尼亚。国际组织如欧盟委员会、欧洲理事会和大学联合会、校长和学生参与了宣言的起草。其中，各国打算把他们的高等教育建立在三个层次的基础上：学士、硕士和博士,目的是使他们的学位更容易理解和比较,建立一个学分转换系统、在质量保障方面合作,在课程层面增强欧洲维度并支持学生、教师和研究人员的流动。
①Leonardo da Vinci Community Vocational Training Action Programme Second Phase:2000-2006Guide for Promoters Mobliity Version 2005-2006[Z].European Commission, Education and Culture转引自：马颖.欧洲职业教育与培训学分体系探析——欧盟职业教育一体化新进展[J].职业技术教育,2008 (31)：86-89
② 马颖.欧洲职业教育与培训学分体系探析——欧盟职业教育一体化新进展[J].职业技术教育,2008(31)：86-89
① 马颖.欧洲职业教育与培训学分体系探析——欧盟职业教育一体化新进展[J].职业技术教育,2008(31)：86-89
② 马颖.欧洲职业教育与培训学分体系探析——欧盟职业教育一体化新进展[J].职业技术教育,2008(31)：86-89
③ 赵昕、姜大源.从多样到一体：欧洲联盟建构“欧洲职业教育区”——体系的求同存异[A].姜大源主编.当代世界职业教育发展趋势研究[M].北京：电子工业出版社,2012.43
①European Centre for the Development of Vocational Training(Cedefop). A bridge to the future:European policy for vocational education and training 2002-10[R].Luxembourg:Publications Office of the European Union,2010.30
② 赵昕、姜大源.从多样到一体：欧洲联盟建构“欧洲职业教育区”——体系的求同存异[A].姜大源主编.当代世界职业教育发展趋势研究[C].北京：电子工业出版社,2012.4344
①European Center for the Development of Vocational Training(Cedefop). a bridge to the future European policy for vocational education and training 2002-10[R] Luxembourg:Publications Office of the European Union,2010.32
①European Center for the Development of Vocational Training(Cedefop). a bridge to the future European policy for vocational education and training 2002-10[R] Luxembourg:Publications Office of the European Union,2010.32
① 柯常青、马燕生.欧盟对“哥本哈根进程”进行第三次评估[J].世界教育信息,2009(3)：62-64
② 王文槿.增强职前职业教育与培训吸引力：欧盟的经验[J].职业技术教育,2009(36)：70-73(本文为欧盟培训发展中心(Cedefop)Dr.Guy Tchibozo 2009年报告摘译——原文注)
③ 严璇.提升职业教育吸引力的欧盟模式：内涵、政策与问题[J].教育与职业,2010(11)：17-19
③Johanna Lasonen, Jean Gorden. Improving the attractiveness and image of VET. Luxembourg:Office for Official Publications of the European Communities,2008转引自：王文槿.关于增强职业教育吸引力的国际文献综述[J].中国职业技术教育,2010 (4)：64-67
① 王文槿.关于增强职业教育吸引力的国际文献综述[J].中国职业技术教育,2010(4)：64-67
②European Center for the Development of Vocational Training(Cedefop).a bridge to the future European policy for vocational education and training 2002-10[R].Luxembourg:Publications Office of the European Union,2010.38
① 引自：赵昕.21世纪初欧盟VET政策研究[D].华东师范大学硕士学位论文,2008.18(引用时有改动)
①European Center for the Development of Vocational Training(Cedefop). a bridge to the future European policy for vocational education and training 2002-10[R].Luxembourg:Publications Office of the European Union,2010.38-39
② 严璇.提升职业教育吸引力的欧盟模式：内涵、政策与问题[J].教育与职业,2010(11)：17-19
①European Center for the Development of Vocational Training(Cedefop). a bridge to the future European policy for vocational education and training 2002-10[R].Luxembourg:Publications Office of the European Union,2010.40
②Ecotec (2008):Beyond the Maastricht Communique:developments in the opening up of VET pathways and the role of VET in labour market integration, http://ec.europa.eu/education/more-information/doc/vetreport en.pdf.2012-6-11
③European Center for the Development of Vocational Training(Cedefop). a bridge to the future European policy for vocational education and training 2002-10[R].Luxembourg:Publications Office of the European Union,2010.39
④Dunkel T., Mouillour I., Teichler U.Through the looking-glass:diversification and differentiation in vocational education and training and higher education [A].CEDEFPOP. Modernising vocational education and training:fourth report on vocational training research in Europe:background report (Volume 2) [M]. Luxembourg:Publications Office,2008.转引自：严璇.提升职业教育吸引力的欧盟模式：内涵、政策与问题[J].教育与职业,2010(11)：17-19
①European Center for the Development of Vocational Training(Cedefop).a bridge to the future European policy for vocational education and training 2002-10[R].Luxembourg:Publications Office of the European Union,2010.41
①European Center for the Development of Vocational Training(Cedefop). a bridge to the future European policy for vocational education and training 2002-10[R]..Luxembourg:Publications Office of the European Union,2010.42
②European Center for the Development of Vocational Training(Cedefop) (2008). Sectoral training funds in Europe. Luxembourg:Publications Office (Cedefop Panorama series; 156).http://www.cedefop.europa.eu/EN/Files/5189 en.pdf
③European Center for the Development of Vocational Training(Cedefop). a bridge to the future European policy for vocational education and training 2002-10[R].Luxembourg:Publications Office of the European Union,2010.51
①European Center for the Development of Vocational Training(Cedefop). a bridge to the future European policy for vocational education and training 2002-10[R].Luxembourg:Publications Office of the European Union,2010.52-53
②European Center for the Development of Vocational Training(Cedefop). a bridge to the future European policy for vocational education and training 2002-10[R].Luxembourg:Publications Office of the European Union,2010.53
③ 李青霞.对欧洲职业教育学分转移的认识[J].教育与职业,2009(16)：19-21
④Cedefop (2003). Internationalisation and changing skill needs in European small firms:Synthesis report[R]. Luxembourg:Publications Office.
① 吴雪萍,张程.推进欧盟职业教育一体化的达芬奇计划探析[J].比较教育研究,2009(6)：72-76
② 吴雪萍,张程.推进欧盟职业教育一体化的达芬奇计划探析[J].比较教育研究,2009(6)：72-76
③European Center for the Development of Vocational Training(Cedefop). a bridge to the future European policy for vocational education and training 2002-10[R].Luxembourg:Publications Office of the European Union,2010.43
①European Center for the Development of Vocational Training(Cedefop). a bridge to the future European policy for vocational education and training 2002-10[R]. Luxembourg:Publications Office of the European Union,2010.44
②European Center for the Development of Vocational Training(Cedefop). a bridge to the future European policy for vocational education and training 2002-10[R].Luxembourg:Publications Office of the European Union,2010.44
①European Center for the Development of Vocational Training(Cedefop). a bridge to the future European policy for vocational education and training 2002-10[R].Luxembourg:Publications Office of the European Union,2010.45
① 社会融合包含个人在社会中的不同方面,能用收入和生活质量水平、参与社会网络、获得服务的意识(如,更多的学习机会等)加以测量。见：European Center for the Development of Vocational Training(Cedefop) (2009). Modernising vocational education and training-Fourth report on vocational education and training research in Europe:synthesis report. Luxembourg:Publications Office. http://www.cedefop.europa.eu/EN/Files/3050_en.pdf. 2012-12-13
②European Commission(2010).A new impetus for European cooperation in vocational education and training to support the Europe 2020 strategy, Brussels,9.6.2010 COM(2010) 296 final. http://www.cedefop.europa.eu.2012-12-13
② 见：赵听.21世纪初欧盟VET政策研究[D].华东师范大学硕十学位论文,2008：雍冀慧.欧盟职业教育与培训政策及其对中国的启示——基于里斯本战略的研究[D].南开大学博士学位论文,2010
④European Center for the Development of Vocational Training(Cedefop). a bridge to the future European policy for vocational education and training 2002-10[R]. Luxembourg:Publications Office of the European Union,2010.46
①European Center for the Development of Vocational Training(Cedefop). a bridge to the future European policy for vocational education and training 2002-10[R].Luxembourg:Publications Office of the European Union,2010.47
②European Center for the Development of Vocational Training(Cedefop). a bridge to the future European policy for vocational education and training 2002-10[R].Luxembourg:Publications Office of the European Union,2010.47
①European Commission (2009b):Progress towards the Lisbon objectives in education and training-Indicators and benchmarks 2009:Commission Staff Working Document [DB/OL]. http://ec.europa.eu/education/lifelong-learning-policy/doc/report09/report en.pdf.2012-02-12
②European Commission (2009b):Progress towards the Lisbon objectives in education and training-Indicators and benchmarks 2009:Commission Staff Working Document [DB/OL]. http://ec.europa.eu/education/lifelong-learning-policy/doc/report09/report en.pdf.2012-02-12
③European Center for the Development of Vocational Training(Cedefop) (2009). Modernising vocational education and training-Fourth report on vocational education and training research in Europe:synthesis report. Luxembourg: Publications Office. http://www.cedefop.europa.eu/EN/Files/3050_en.pdf.2012-02-10
④Eurofound (2006). European Foundation for the Improvement of Living and Working Conditions. Employment guidance services for people with disabilities[DB/OL].. Luxembourg:Publications Office. http://www.eurofound.europa.eu/pubdocs/2006/33/en/1/ef0633en.pdf.2012-03-11
①European Center for the Development of Vocational Training(Cedefop) (2010). Guiding at-risk youth through learning to work:lessons from across Europe. Luxembourg:Publications Office,Research paper 3. http://www. cedefop.europa.eu/EN/Files/5503_en.pdf.2012-02-12
① 建忠.欧盟职业教育发展的若干政策走向[J].职教论坛,2007(1)：52-55
② 吴雪萍.张科丽.欧洲职业教育与培训质量保证参考框架分析[J].教育研究,2011 (3)：93-97
①European Commission Education and Training.The European Quality Assurance Framework for Vocational Education and Training [EB/OL].http://ec.europa.eu/education/lifelong-learning-policy/doc1134_en.htm.转引自：吴雪萍,张科丽.欧洲职业教育与培训质量保证参考框架分析[J].教育研究,2011(3)：93-97
②European Parliament. Draft European Parliament Legislative Resolution on the Proposal for a Recommendation of the European Parliament and of the Council on the Establishment of a European Quality Assurance Reference Framework for Vocational Education and Training[R],Committee on Employment and Social Affairs.转引自：吴雪萍,张科丽.欧洲职业教育与培训质量保证参考框架分析[J].教育研究,2011(3)：93-97
③ 吴雪萍,张科丽.欧洲职业教育与培训质量保证参考框架分析[J].教育研究,2011(3)：93-97
①European Center for the Development of Vocational Training(Cedefop) (2009). Accreditation and quality assurance in vocational education and training-Selected European approaches. Luxembourg:Publications Office.
www.cedefop.europa.eu/EN/Files/4089 en.pdf.2012-03-11
②European Center for the Development of Vocational Training(Cedefop). a bridge to the future European policy for vocational education and training[R]. Luxembourg:Publications Office of the European Union.2010.30
① European Center for the Development of Vocational Training(Cedefop).a bridge to the future European policy for vocational education and training[R]. Luxembourg:Publications Office of the European Union,2010.57
① 李建忠.全国教育科学“十五”规划教育部重点课题“中国和欧盟国家职业教育比较研究”成果公报(课题批准号：DDA010187),2009年7月
① 技能预测是识别未来技能或资格预期,或者短期、中期和长期的要求。它是基于各种各样定性和定量的方法识别不同的行业用得上的工作和相应的技能或资格要求。见：European Center for the Development of Vocational Training(Cedefop). a bridge to the future European policy for vocational education and training 2002-10[R]. Luxembourg:Publications Office of the European Union,2010.61
Council of the European Union (2006).Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning[DB/OL]. http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:L:2006:394:0010:0018:EN:PDF.2012-03-11
① European Center for the Development of Vocational Training(Cedefop). a bridge to the future European policy for vocational education and training 2002-10[R]. Luxembourg:Publications Office of the European Union,2010.65
② European Center for the Development of Vocational Training(Cedefop). a bridge to the future European policy for vocational education and training 2002-10[R]. Luxembourg:Publications Office of the European Union,2010.65
①European Commission (2010). New skills for new jobs:action now:A report by the Expert Group on New Skills for New Jobs prepared for the European Commission. Luxembourg:Publications Office.http://libserver.cedefop.europa.eu/ vetelib/2010/72451.pdf.2012-02-12
②European Commission (2010). New skills for new jobs:action now:A report by the Expert Group on New Skills for New Jobs prepared for the European Commission. Luxembourg:Publications Office.http://libserver.cedefop.europa.eu/ vetelib/2010/72451.pdf.2012-02-12
③European Center for the Development of Vocational Training(Cedefop). a bridge to the future European policy for vocational education and training 2002-10[R]. Luxembourg:Publications Office of the European Union,2010.65
European Commission (2001). Report from the commission:the concrete future objectives of education systems[EB/OL]. http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=COM:2001:0059:FIN:EN:PDF. 2012-03-10
①European Commission (2008). Communication from the Commission to the European Parliament, the Council, the European Economic and Social Committee and the Committee of the Regions:new skills for new jobs:anticipating and matching labour market and skill needs. Luxembourg:Publications Office.http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=COM:2008:0868:FIN:EN:PDF.2012-03-10
②European Center for the Development of Vocational Training(Cedefop). a bridge to the future European policy for vocational education and training 2002-10[R]. Luxembourg:Publications Office of the European Union,2010.73
①European Center for the Development of Vocational Training(Cedefop). a bridge to the future European policy for vocational education and training 2002-10[R]. Luxembourg:Publications Office of the European Union,2010.74
① 第一期从1995年至1999年,为期5年,预算6.2亿欧元,其主要目标在于加强不同组织部门之间的跨国合作,支持欧盟成员国不断创新职业教育的政策和实践；第二期从2000年至2006年,为期7年,预算11.5亿欧元,主要目标是通过促进终身学习以及在职业培训领域的合作,推动欧洲教育区的产生。第三期从2007年至2013年,为期7年。该阶段计划又被囊括在欧洲委员会制定的综合性终身教育计划中。见：吴雪萍,张程.推进欧盟职业教育一体化的达芬奇计划探析[J].比较教育研究,2009(6)：72-76
② 李建忠.全国教育科学“十五”规划教育部重点课题“中国和欧盟国家职业教育比较研究”成果公报(课题批准号：DDA010187),2009年7月
③European Center for the Development of Vocational Training(Cedefop). a bridge to the future European policy for vocational education and training[R].Luxembourg:Publications Office of the European Union,2010.74
① 指帮助失业的人以及面临失业危险的人的就业服务或培训项目。见：European Center for the Development of Vocational Training(Cedefop). a bridge to the future European policy for vocational education and training 2002-10 [R]. Luxembourg:Publications Office of the European Union,2010.71-72
②European Center for the Development of Vocational Training(Cedefop). a bridge to the future European policy for vocational education and training 2002-10[R]. Luxembourg:Publications Office of the European Union,2010.75
③European Center for the Development of Vocational Training(Cedefop). a bridge to the future European policy for vocational education and training 2002-10[R]. Luxembourg:Publications Office of the European Union,2010.71
④European Center for the Development of Vocational Training(Cedefop). a bridge to the future European policy for vocational education and training 2002-10 [R]. Luxembourg:Publications Office of the European Union,2010.72-73
①European Center for the Development of Vocational Training(Cedefop). a bridge to the future European policy for vocational education and training 2002-10[R].Luxembourg:Publications Office of the European Union,2010.69
②European Center for the Development of Vocational Training(Cedefop). a bridge to the future European policy for vocational education and training 2002-10[R]. Luxembourg:Publications Office of the European Union,2010.76
①European Center for the Development of Vocational Training(Cedefop). a bridge to the future European policy for vocational education and training 2002-10[R]. Luxembourg:Publications Office of the European Union,2010.77
① 李建忠.全国教育科学“十五”规划教育部重点课题“中国和欧盟国家职业教育比较研究”成果公报(课题批准号：DDA010187),2009年7月
② 李建忠.全国教育科学“十五”规划教育部重点课题“中国和欧盟国家职业教育比较研究”成果公报(课题批准号：DDA010187),2009年7月
③ 根据学习者购买的培训直接发放资金,通常要求受益人共同出资。
①European Center for the Development of Vocational Training(Cedefop). a bridge to the future European policy for vocational education and training 2002-10[R]. Luxembourg:Publications Office of the European Union,2010.79
②European Center for the Development of Vocational Training(Cedefop). a bridge to the future European policy for vocational education and training 2002-10[R]. Luxembourg:Publications Office of the European Union,2010.79
①European Center for the Development of Vocational Training(Cedefop). a bridge to the future European policy for vocational education and training 2002-10[R]. Luxembourg:Publications Office of the European Union,2010.81
① 张燕.职业培训公共质量监控的比较研究——以德国、法国和英国为例[J].中国职业技术教育,2011(10)：75-79
① 袁振国主编.教育政策学[M].南京：江苏教育出版社,2000.289原文转引自：林水波、张世贤著.公共政策[M].台湾五南图书出版公司1982年版,第248页。
② 袁振国主编.教育政策学[M].南京：江苏教育出版社,2000.291
③Federal Institute for Vocational Education and Training. Germany:VET in Europe:country report 2011[DB/OL].http://libserver.cedefop. europa.eu/vetelib/2011/2011_CR_DE.pdf.2011/2012-04-10
① 约阿西姆·明希著任永秋于爱民译.关于德国的职业教育政策及其研究[J].中国职业技术教育,2004(24)：13-14
② 袁振国主编.教育政策学[M].南京：江苏教育出版社,2000.296-297
③Federal Institute for Vocational Education and Training.VET Policy Report Germany[DB/OL]. http://libserver.cedefop. europa.eu/vetelib/eu/pub/cedefop/vetreport/2010_CR_DE.pdf. February 2010/2012-03-16
①Federal Institute for Vocational Education and Training.VET Policy Report Germany[DB/OL]. http://libserver.cedefop. europa.eu/vetelib/eu/pub/cedefop/vetreport/2010 CR DE.pdf. February 2010/2012-03-16
② 彭正梅.德国职业教育改革和发展趋势[J].全球教育展望,2002(3)：77-80
③ 德国联邦议会对《联邦职业教育法》的修订提出了8条建议,涉及到职业教育法若干中心内容。这些建议是： (1)要考虑在欧洲范闱与国际范围内实施的可能性； (2)要排除区域发展不均衡导致的区域职业教育机会的不均等；(3)要考虑职业学校学习成绩在行业协会举办的毕业考试中的比重,并制定职业学校学习时间在整个培训时间中所占比重的换算比例和换算规则； (4)要考虑在职业性原则下模块化方案的实施； (5)要考虑再采取企业外培训措施以及职业准备培训前提下,将联邦《职业教育法》的使用范围扩展到全日制职业学校(包括健康领域如护理培训的职业学校)的途径； (6)要考虑取消中期考试并修订毕业考试的目标以及考试改革： (7)要考虑对社会不利群体的职业教育采取进一步的促进措施； (8)要考虑职业教育经费的分摊及基金机制的建立等。”见：姜大源主编.当代世界职业教育发展趋势研究[M].北京：电子工业出版社,2012.285
① 姜大源主编.当代世界职业教育发展趋势研究[M].北京：电子工业出版社,2012.287-288；姜大源.着眼于未来的理性思辨：坚持与改革——德国“双元制”职业教育近期发展动态综述[J].职业技术教育,2004(5)
② 马立武,祁伟.近年德国促进职业教育发展的新措施[J].中国职业技术教育,2007(5)：54-55
③Federal Institute for Vocational Education and Training.VET Policy Report Germany[DB/OL]. http://libserver.cedefop. europa.eu/vetelib/eu/pub/cedefop/vetreport/2010_CR_DE.pdf. February 2010/2012-03-16. p.10
④ 姜大源主编.当代世界职业教育发展趋势研究[M].北京：电子工业出版社,2012.296
⑤ 姜大源主编.当代世界职业教育发展趋势研究[M].北京：电子工业出版社,2012.297
①Federal Institute for Vocational Education and Training.VET Policy Report Germany[DB/OL]. http://libserver.cedefop. europa.eu/vetelib/eu/pub/cedefop/vetreport/2010_CR_DE.pdf. February 2010/2012-03-16.pp.63-64
②Federal Institute for Vocational Education and Training.VET Policy Report Germany[DB/OL]. http://libserver.cedefop. europa.eu/vetelib/eu/pub/cedefop/vetreport/2010_CR_DE.pdf. February 2010/2012-03-16.p.7
①Federal Institute for Vocational Education and Training.VET Policy Report Germany[DB/OL]. http://libserver.cedefop. europa.eu/vetelib/eu/pub/cedefop/vetreport/2010_CR_DE.pdf. February 2010/2012-03-16.p.63
② 陈莹.德国职业资格框架的构建[J].职教论坛,2010(21)：93-96
③ 陈莹.德国职业资格框架的构建[J].职教论坛,2010(21)：93-96 http://libserver.cedefop. europa.eu/vetelib/eu/pub/cedefop/vetreport/2010_CR DE.pdf. February 2010/2012-03-16.p.19
②Federal Institute for Vocational Education and Training.VET Policy Report Germany[DB/OL]. http://libserver.cedefop. europa.eu/vetelib/eu/pub/cedefop/vetreport/2010_CR_DE.pdf. February 2010/2012-03-16.p.20
③ 姜大源.德国职业教育的最新改革与发展动态[J].中国职业技术教育,2010(5)：5-9
①Federal Institute for Vocational Education and Training.VET Policy Report Germany[DB/OL]. http://libserver.cedefop. europa.eu/vetelib/eu/pub/cedefop/vetreport/2010_CR_DE.pdf. February 2010/2012-03-16. p.24
①ederal Institute for Vocational Education and Training.VET Policy Report Germany[DB/OL].http://libserver.cedefop. europa.eu/vetelib/eu/pub/cedefop/vetreport/2010_CR_DE.pdf. February 2010/2012-03-16. p.24
②Federal Institute for Vocational Education and Training.VET Policy Report Germany[DB/OL].http://libserver.cedefop. europa.eu/vetelib/eu/pub/cedefop/vetreport/2010_CR_DE.pdf. February 2010/2012-03-16. p.25
①ederal Institute for Vocational Education and Training. Germany:VET in Europe:country report 2012[DB/OL] http://libserver. cedefop.europa.eu/vetelib/2012/2012_CR_DE.pdf.2012/2013-01-31, p.XIV
②Federal Institute for Vocational Education and Training.VET Policy Report Germany[DB/OL]. http://libserver.cedefop. europa.eu/vetelib/eu/pub/cedefop/vetreport/2010_CR_DE.pdf.February 2010/2012-03-16. p.35-36
①Federal Institute for Vocational Education and Training.VET Policy Report Germany[DB/OL]. http://libserver.cedefop. europa.eu/vetelib/eu/pub/cedefop/vetreport/2010_CR_DE.pdf.February 2010/2012-03-16. pp.35-36
①Federal Institute for Vocational Education and Training.VET Policy Report Germany[DB/OL]. http://libserver.cedefop. europa.eu/vetelib/eu/pub/cedefop/vetreport/2010_CR_DE.pdf. February 2010/2012-03-16. p. 54
②Federal Institute for Vocational Education and Training.VET Policy Report Germany[DB/OL]. http://libserver.cedefop. europa.eu/vetelib/eu/pub/cedefop/vetreport/2010_CR_DE.pdf. February 2010/2012-03-16. p.54 Federal Institute for Vocational Education and Training.VET Policy Report Germany[DB/OL], http://libserver.cedefop. europa.eu/vetelib/eu/pub/cedefop/vetreport/2010_CR_DE.pdf. February 2010/2012-03-16. p. 56
① 何农.试论我国职校教师培训体系的构建——参照德国的经验[J].教育发展研究,2008(15-16)：123-125
①Federal Institute for Vocational Education and Training.VET Policy Report Germany[DB/OL]. http://libserver.cedefop. europa.eu/vetelib/eu/pub/cedefop/vetreport/2010_CR_DE.pdf.February 2010/2012-03-16. p.66
① 彭正梅.德国职业教育改革和发展趋势[J].全球教育展望,2002(3)：77-80
② 社会融合包含个人在社会中的不同方面,能用收入和生活质量水平、参与社会网络、获得服务的意识(如,更多的学习机会等)加以测量。见：Cedefop (2009). Modernising vocational education and training-Fourth report on vocational education and training research in Europe:synthesis report. Luxembourg:Publications Office. http://www.cedefop.europa.eu/EN/Files/3050_en.pdf.2009/2012-05-11
③European Commission. A new impetus for European cooperation in vocational education and training to support the Europe 2020 strategy[DB/OL].http://eur-lex.europa.eu/Lex UriServ/LexUriServ.do?uri=COM:2010:0296:FIN:EN:PDF.2010/2013-05-11
④Federal Institute for Vocational Education and Training.VET Policy Report Germany[DB/OL]. http://libserver.cedefop. europa.eu/vetelib/eu/pub/cedefop/vetreport/2010_CR_DE.pdf. February 2010/2012-03-16. p.48
①Federal Institute for Vocational Education and Training.VET Policy Report Germany[DB/OL]. http://libserver.cedefop. europa.eu/vetelib/eu/pub/cedefop/vetreport/2010_CR_DE.pdf. February 2010/2012-03-16. p.38
② 已经离开学校一年以上,同时未能成功申请学徒位置的年轻人,在再次申请培训岗位时即为“二次申请者”。
③Federal Institute for Vocational Education and Training. VET Policy Report Germany[DB/OL]. http://libserver.cedefop. europa.eu/vetelib/eu/pub/cedefop/vetreport/2010_CR_DE.pdf.February 2010/2012-03-16. p.39
①Federal Institute for Vocational Education and Training.VET Policy Report Germany[DB/OL]. http://libserver.cedefop. europa.eu/vetelib/eu/pub/cedefop/vetreport/2010_CR_DE.pdf. February 2010/2012-03-16. p.40
①Federal Institute for Vocational Education and Training.VET Policy Report Germany[DB/OL].http:// libserver.cedefop. europa.eu/vetelib/eu/pub/cedefop/vetreport/2010_CR_DE.pdf. February 2010/2012-03-16. p.44
② 跨国项目旨在促进专业知识、方法和实践案例的系统交流。
③Federal Institute for Vocational Education and Training.VET Policy Report Germany[DB/OL]. http://libserver.cedefop. europa.eu/vetelib/eu/pub/cedefop/vetreport/2010_CR_DE.pdf.February 2010/2012-03-16. p.73
①Federal Institute for Vocational Education and Training.VET Policy Report Germany[DB/OL]. http://libserver.cedefop. europa.eu/vetelib/eu/pub/cedefop/vetreport/2010_CR_DE.pdf. February 2010/2012-03-16. p.77
②Federal Institute for Vocational Education and Training.VET Policy Report Germany[DB/OL]. http://libserver.cedefop. europa.eu/vetelib/eu/pub/cedefop/vetreport/2010_CR_DE.pdf. February 2010/2012-03-16. p.70
③Federal Institute for Vocational Education and Training.VET Policy Report Germany[DB/OL]. http://libserver.cedefop. europa.eu/vetelib/eu/pub/cedefop/vetreport/2010_CR_DE.pdf. February 2010/2012-03-16. p.72
④Federal Institute for Vocational Education and Training. Germany:VET in Europe:country report 2012[DB/OL].http://libserver.cedefop.europa.eu/vetelib/2012/2013-01-31.P.X
①Federal Institute for Vocational Education and Training.VET Policy Report Germany[DB/OL]. http://libserver.cedefop. europa.eu/vetelib/eu/pub/cedefop/vetreport/2010_CR_DE.pdf. February 2010/2012-03-16. p.79
②Federal Institute for Vocational Education and Training. Germany:VET in Europe:country report 2012[DB/OL].]http://libserver.cedefop. europa.eu/vetelib/2012/2012_CR_DE.pdf.2012/2013-01-31.p.XII
③Federal Institute for Vocational Education and Training.VET Policy Report Germany[DB/OL]. http://libserver.cedefop. europa.eu/vetelib/eu/pub/cedefop/vetreport/2010_CR_DE.pdf. February 2010/2012-03-16. p.72
① Federal Institute for Vocational Education and Training.VET Policy Report Germany[DB/OL]. http://libserver.cedefop. europa.eu/vetelib/eu/pub/cedefop/vetreport/2010_CR_DE.pdf. February 2010/2012-03-16. p.71
② Federal Institute for Vocational Education and Training.VET Policy Report Germany[DB/OL]. http://libserver.cedefop.europa.eu/vetelib/eu/pub/cedefop/vetreport/2010_CR_DE.pdf.February 2010/2012-03-16..p.72
① 本部分谈到“英国”的部分,一般都是指英国职业资格和管理制度中的共性部分。
② 姜大源主编.当代世界职业教育发展趋势研究[M].北京：电子工业出版社,2012.271；郑坚.英国职业资格制度览析[J].职教论坛,2012(1)：87-92
③Qualifications and Curriculum Development Agency. United Kingdom. Country Report-2011[DB/OL]. http://libserver.cedefop.europa.eu/vetelib/2011/2011_CR_UK.pdf.2011/2012-10-11
④ 刘念.英国职业教育体系的组成[J].中国职业技术教育,2004(20)：59-60
① Qualifications and Curriculum Development Agency. UK National Policy report for 2010[DB/OL]. http://libserver.cedefop.europa.eu/vetelib/2010/vetpolicy/2010 NPR UK.pdf.2010/2012-09-26.p.94
② HM Government,2009, Lisbon Strategy for Jobs and Growth, Chapter 4 http://www.hm-treasury. gov.uk/d/lisbon_strategy_ 081009_final.pdf.2009/2012-11-18
③ 樊大跃.欧洲资格证书框架体系的构建与实质[J].深圳职业技术学院学报,2009(11)：24-29
④ Qualifications and Curriculum Development Agency. UK National Policy report for 2010[DB/OL]. http://libserver.cedefop.europa.eu/vetelib/2010/vetpolicy/2010_NPR_UK.pdf.2010/2012-09-26
⑤ 苏格兰和威尔士的学分与资格框架都包含了高等教育的相关资格框架。
①Qualifications and Curriculum Development Agency. United Kingdom. Country Report-2011[DB/OL]. http://libserver.cedefop.europa.eu/vetelib/2011/2011_CR UK.pdf.2011/2012-10-11
② 即：SCQF Partnership, Welsh Assembly Government, CCEA and QCA. Referencing the Qualifications Frameworks of the United Kingdom to the European Qualifications Framework,2009
①Qualifications and Curriculum Development Agency. UK National Policy report for 2010[DB/OL]. http://libserver. cedefop.europa.eu/vetelib/2010/vetpolicy/2010_NPR_UK.pdf.2010/2012-09-26. p.26
① 网址见：www.cityandguilds.com/europass
②Qualifications and Curriculum Development Agency. United Kingdom.Country Report-2011[DB/OL]. http://libserver.cedefop.europa.eu/vetelib/2011/2011 CR_UK.pdf.2011/2012-10-11.p.20
③Qualifications and Curriculum Development Agency. United Kingdom. Country Report-2011[DB/OL]. http://libserver.cedefop.europa.eu/vetelib/2011/2011_CR_UK.pdf.2011/2012-10-11. p.22
①Qualifications and Curriculum Development Agency. United Kingdom. Country Report-2011[DB/OL]. http://libserver.cedefop.europa.eu/vetelib/2011/2011_CR_UK.pdf.2011/2012-10-11.p.23
②Qualifications and Curriculum Development Agency. United Kingdom. Country Report-2011[DB/OL]. http://libserver.cedefop.europa.eu/vetelib/2011/2011_CR_UK.pdf.2011/2012-10-11.p.24
①Qualifications and Curriculum Development Agency. United Kingdom. Country Report-2011[DB/OL]. http://libserver.cedefop.europa.eu/vetelib/2011/2011_CR_UK.pdf.2011/2012-10-11.p.26
① 漆军等.英国职业教育运行机制[J].职业技术教育,2008 (16)：88-90
②Qualifications and Curriculum Development Agency. UK National Policy report for 2010[DB/OL]. http://libserver.cedefop.europa.eu/vetelib/2010/vetpolicy/2010_NPR_UK.pdf.2010/2012-09-26. p.36
① 漆军,谢臣英,赵小平,余蔚荔,宋欧.英国职业教育运行机制[J].职业技术教育,2008(16)：88-90
②Qualifications and Curriculum Development Agency. UK National Policy report for 2010[DB/OL]. http://libserver.cedefop. europa.eu/vetelib/2010/vetpolicy/2010_NPR_UK.pdf.2010/2012-09-26. p.38
① 姜大源主编.当代世界职业教育发展趋势研究[M].北京：电子工业出版社,2012.154
② 姜大源主编.当代世界职业教育发展趋势研究[M].北京：电子工业出版社,2012.156
①Qualifications and Curriculum Development Agency. UK National Policy report for 2010[DB/OL]. http://libserver.cedefop. europa.eu/vetelib/2010/vetpolicy/2010_NPR_UK.pdf.2010/2012-09-26.p.43
① 该计划名为：More Choices, More Chances:A Strategy to Reduce the Proportion of Young People not in Education, Employment or Training in Scotland (2006),
②网址见：http://www.dcsf.gov.uk/14-19/documents/8537-DCSF-Investing%20in%20Potential-WEB.pdf
③Qualifications and Curriculum Development Agency. UK National Policy report for 2010[DB/OL]. http://libserver.cedefop. europa.eu/vetelib/2010/vetpolicy/2010 NPR UK.pdf.2010/2012-09-26. p.44-45
④ 16岁是英国义务教育的结束年龄。
①Qualifications and Curriculum Development Agency. UK National Policy report for 2010[DB/OL]. http://libserver.cedefop. europa.eu/vetelib/2010/vetpolicy/2010_NPR_UK.pdf.2010/2012-09-26. p.64
① 姜大源主编.当代世界职业教育发展趋势研究[M].北京：电子工业出版社,2012.155；姜大源等.当代世界职业教育发展趋势研究：现象与规律(之三)——基于纵横维度交替发展的趋势：实然与应然[J].中国职业技术教育,2012 (8)
② 姜大源主编.当代世界职业教育发展趋势研究[M].北京：电子工业出版社,2012.155
③Qualifications and Curriculum Development Agency. UK National Policy report for 2010[DB/OL]. http://libserver.cedefop, europa.eu/vetelib/2010/vetpolicy/2010_NPR_UK.pdf.2010/2012-09-26. p.88
①Qualifications and Curriculum Development Agency. UK National Policy report for 2010[DB/OL]. http;//libserver.cedefop. europa.eu/vetelib/2010/vetpolicy/2010_NPR_UK.pdf.2010/2012-09-26. p.88
②Qualifications and Curriculum Development Agency. UK National Policy report for 2010[DB/OL]. http://libserver.cedefop. europa.eu/vetelib/2010/vetpolicy/2010_NPR_UK.pdf.2010/2012-09-26. p.89
① 张颖.法国的职业教育管理和培训体系[J].河南职业技术师范学院学报(职业教育版),2008(1)：68-80
② 张颖、姜大源.从封闭到开放：法国职业教育聚焦学校企业关系——学校的实践转向[A].姜大源主编.当代世界职业教育发展趋势研究[A].北京：电子工业出版社,2012.24
③ 张颖.法国的职业教育管理和培训体系[J].河南职业技术师范学院学报(职业教育版),2008(1)：68-80
① 张颖.法国近期职业教育教学改革新动向[J].中国职业技术教育,2008(6下)：5-7
②Centre for information on continuing vocational training.A bridge to the future European policy for vocational education and training 2002-10--National policy report-France[DB/OL].http://www.cedefop.europa.eu/EN/I nformation-services/vet-in-europe-country-reports.aspx. March 2010/2012-06-09
③ 网址见：www.cncp.gouv.fr Centre for information on continuing vocational training.A bridge to the future European policy for vocational education and training 2002-10--National policy report-France[DB/OL]. http://www.cedefop.europa.eu/EN/! nformation-services/vet-in-europe-country-reports.aspx. March 2010/2012-06-09. p.9
②ReferNet France. France-VET in Europe-Country Report[DB/OL].http://libserver.cedefop.europa.eu/ vetelib/2011/2011_CR_FR.pdf. September 2011/2012-09-10.p.28
①Centre for information on continuing vocational training.A bridge to the future European policy for vocational education and training 2002-10--National policy report-France[DB/OL]. http://www.cedefop.europa.eu/EN/I nformation-services/vet-in-europe-country-reports.aspx. March 2010/2012-06-09. p.14
①Centre for information on continuing vocational training.A bridge to the future European policy for vocational education and training 2002-10-National policy report-France[DB/OL]. http://www.cedefop.europa.eu/EN/I nformation-services/vet-in-europe-country-reports.aspx. March 2010/2012-06-09. pp.14-15
② 李新功.欧盟职业培训：政策与实践[D].复旦大学博士学位论文,2005.114-115
①Council Conclusions on a strategic framework for European cooperation in education and training("ET 2020"),12 May 2009. Brussels:Council of the EU,2009.
② 法国教育界对平等的理解是：个体能够获得、利用教育和培训的机会、过程和结果的程度。见：Centre forinformation on continuing vocational training.A bridge to the future European policy for vocational education and training 2002-10--National policy report-France[DB/OL]. http://www.cedefop.europa.eu/EN/I nformation-services/vet-in-europe-country-reports.aspx. March 2010/2012-06-09. p.16
① 李新功.欧盟职业培训：政策与实践[D].复旦大学博士学位论文,2005.110
① 张颖.法国近期职业教育教学改革新动向[J].中国职业技术教育,2008(6下)：5-7
② 张颖、姜大源.从封闭到开放：法国职业教育聚焦学校企业关系——学校的实践转向[A].姜大源主编.当代世界职业教育发展趋势研究[A].北京：电子工业出版社,2012.26
③ 张颖、姜大源.从封闭到开放：法国职业教育聚焦学校企业关系——学校的实践转向[A].姜大源主编.当代世界职业教育发展趋势研究[A].北京：电子工业出版社,2012.27
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