知识经济时代的人力资源开发战略
摘要
香港在2008年正式推行“资历架构”,这预示着香港的教育体系正向适应知识经济社会的终身教育体系转型。
随着香港经济产业“新型工业化经济”向以服务业为主的知识经济转型,原有的劳动力结构已经不适应经济产业发展。提高劳动者的素质成为最紧迫的课题。鉴于知识经济社会人才需求特征,原有学术教育、职业教育、职业训练各自自成体系不相联系的教育体系开始被终身学习体系取代。香港特区政府从香港经济社会发展以及人力资源开发需求出发,借鉴国外先进经验,通过健全的形成机制推出了“资历架构”。
香港“资历架构”旨在整理和支持主流教育、职业培训和持续进修方面的资历,认可“过往资历”,并建立相应的质量保证机制。资历架构提供共享的平台及统一的基准,但设有灵活的修业模式,以及学分累积及转移制度。资历架构不仅与职场相关,也与中等教育紧密相连。资历架构最终目的是建立终生教育体系,形成学习型社会。
香港“资历架构”既吸取了英国和澳大利亚资历架构的经验,又充分发挥了自身的长处,形成了政策指导清晰,行业导向明确,进修方式多元,学制年限灵活,资历评定严格、公正、透明等特点,体现了严谨性与科学性。
香港资历架构的经验对内地教育发展,人力资源开发具有重要的借鉴意义。
Hong Kong Qualification Framework(QF),officially launched in 2008, suggesting that Hong Kong education system is stepping forward to lifelong learning education system.
With Hong Kong's "new industrial economy" reconstruction to a service-oriented knowledge-based economy, the original labor force structure has not been adapted to the economic industry development. Improving the quality of workers has become the most pressing issue. Given the demand characteristics of a knowledge-based professionals, the original academic education, vocational education, vocational training which were respective to each other began to be replaced by life-long learning system. Hong Kong SAR Government, starting from the demand of economic and social development and human resource development, learned the advanced experience of foreign countries, and released the Qualification Framework through a sound mechanism.
The QF is a hierarchy that orders and supports qualifications of academic, vocational and continuing education. To strengthen the industries'leading role in the development of vocational training so as to enhance the effectiveness of the latter, Specification of Competency Standards is formulated by the respective industries. Under the QF, qualifications are not confined to academic and training attainment. A Recognition of Prior Learning mechanism developed by individual industries is in place to recognize existing workers'skills, knowledge and work experience. All QF-recognized qualifications are quality assured. To facilitate lifelong learning, employees require flexibility in the mode and pattern of learning to cater for their work and family responsibilities. A Credit Accumulation and Transfer (CAT) system will provide the flexibility to suit individual circumstances and minimize duplication in training. The development of the QF will facilitate CAT arrangement between sectors and training providers by providing a unified platform and common benchmarks. Generally speaking, the QF has relevance not only to the workplace but also to secondary education. The ultimate purpose of establishing the QF is to build life-long education system, the formation of a learning society.
Hong Kong QF not only draws on British and Australian Qualifications Framework strengths, but also makes full use of existing resources and merit, fully embodies the conscientiousness and scientificity. It has a clear industry-oriented policy guidance, multiple ways of learning and flexible education system. It established a vocational qualification system, and is strict, fair and transparent in assessing the qualifications.
The experience of Hong Kong QF will have significant denotation for Mainland education and human resource development.
随着香港经济产业“新型工业化经济”向以服务业为主的知识经济转型,原有的劳动力结构已经不适应经济产业发展。提高劳动者的素质成为最紧迫的课题。鉴于知识经济社会人才需求特征,原有学术教育、职业教育、职业训练各自自成体系不相联系的教育体系开始被终身学习体系取代。香港特区政府从香港经济社会发展以及人力资源开发需求出发,借鉴国外先进经验,通过健全的形成机制推出了“资历架构”。
香港“资历架构”旨在整理和支持主流教育、职业培训和持续进修方面的资历,认可“过往资历”,并建立相应的质量保证机制。资历架构提供共享的平台及统一的基准,但设有灵活的修业模式,以及学分累积及转移制度。资历架构不仅与职场相关,也与中等教育紧密相连。资历架构最终目的是建立终生教育体系,形成学习型社会。
香港“资历架构”既吸取了英国和澳大利亚资历架构的经验,又充分发挥了自身的长处,形成了政策指导清晰,行业导向明确,进修方式多元,学制年限灵活,资历评定严格、公正、透明等特点,体现了严谨性与科学性。
香港资历架构的经验对内地教育发展,人力资源开发具有重要的借鉴意义。
Hong Kong Qualification Framework(QF),officially launched in 2008, suggesting that Hong Kong education system is stepping forward to lifelong learning education system.
With Hong Kong's "new industrial economy" reconstruction to a service-oriented knowledge-based economy, the original labor force structure has not been adapted to the economic industry development. Improving the quality of workers has become the most pressing issue. Given the demand characteristics of a knowledge-based professionals, the original academic education, vocational education, vocational training which were respective to each other began to be replaced by life-long learning system. Hong Kong SAR Government, starting from the demand of economic and social development and human resource development, learned the advanced experience of foreign countries, and released the Qualification Framework through a sound mechanism.
The QF is a hierarchy that orders and supports qualifications of academic, vocational and continuing education. To strengthen the industries'leading role in the development of vocational training so as to enhance the effectiveness of the latter, Specification of Competency Standards is formulated by the respective industries. Under the QF, qualifications are not confined to academic and training attainment. A Recognition of Prior Learning mechanism developed by individual industries is in place to recognize existing workers'skills, knowledge and work experience. All QF-recognized qualifications are quality assured. To facilitate lifelong learning, employees require flexibility in the mode and pattern of learning to cater for their work and family responsibilities. A Credit Accumulation and Transfer (CAT) system will provide the flexibility to suit individual circumstances and minimize duplication in training. The development of the QF will facilitate CAT arrangement between sectors and training providers by providing a unified platform and common benchmarks. Generally speaking, the QF has relevance not only to the workplace but also to secondary education. The ultimate purpose of establishing the QF is to build life-long education system, the formation of a learning society.
Hong Kong QF not only draws on British and Australian Qualifications Framework strengths, but also makes full use of existing resources and merit, fully embodies the conscientiousness and scientificity. It has a clear industry-oriented policy guidance, multiple ways of learning and flexible education system. It established a vocational qualification system, and is strict, fair and transparent in assessing the qualifications.
The experience of Hong Kong QF will have significant denotation for Mainland education and human resource development.
引文
①《知识促进发展：指标测评与全球战略》[M].闫温乐等译,上海教育出版社,p5-6；p21
①《知识促进发展：指标测评与全球战略》[M]，闫温乐等译：上海教育出版社,p5-6；p21
①杜文.《知识经济时代的特征》[N].中国纺织报.2001年5月9日(2)
②张新华.论信息时代的本质(?)特征和趋势.中国社会科学院.http://www.cass.net.cn/file/2004120727358.htm
①穆怀鹏.香港的经济与金融---回归后的调整与发展[M].中国金融出版社.2004.p100-p109
①穆怀鹏.香港的经济与金融---回归后的调整与发展[M].中国金融出版社.2004.p100-p109
①黄日强.张霞.英国职业教育与学习型社会[J].外国教育研究.2005：4：p77-78
①香港特区政府统计处http://www.censtatd.gov.hk/
①香港教育局,资历架构主页http://www.hkqf.gov.hk/guig/home.asp
①香港教育局,资历架构主页http://www.hkqf.gov.hk/guig/home.asp
②香港教育局,资历架构主页http://www.hkqf.gov.hk/guig/home.asp
①香港教育局,资历架构主页http://www.hkqf.gov.hk/guig/home.asp
①香港教育局,资历架构主页http://www.hkqf.gov.hk/guig/home.asp
①香港浸会大学持续教育学院http://www.sce.hkbu.edu.hk
①香港工会联合会业余进修中心http://www.hkftustsc.org/
①“过往资历认可”主页http://rpl.vtc.edu.hk/1_1_1. aspx
①香港教育局,资历架构主页http://www.hkqf.gov.hk/guig/home.asp
①香港教育局,资历架构主页http://www.hkqf.gov.hk/guig/home.asp
②香港教育局,资历架构主页http://www.hkqf.gov.hk/guig/home.asp
③香港教育局,资历架构主页http://www.hkqf.gov.hk/guig/home.asp
①香港学术及职业资历评审局网站http://www.hkcaavq.edu:hk/en/main.asp
①《2000年香港教育改革建议》http://www.gov.hk/tc/residents/education/qf/index.htm
②《2000年香港教育改革建议》http://www.gov.hk/tc/residents/education/qf/index.htm
①《2000年香港教育改革建议》http://www.gov.hk/tc/residents/education/qf/index.htm
②《2000年香港教育改革建议》http://www.gov.hk/tc/residents/education/qf/index.htm
①ttp://www.hk ctu.org.hk/contentr.php?orgtopicid=896(现已经无法访问)
①http://www.hkctu.org.h k/contentr.php?orgtopicid=896(现已经无法访问)
①②陈晓婷.中国培训业的竞合之势走向共活.《培训》.http://finance.sina.com.cn2006年05月26日http://finance.sina.com.cn/leadership/jygl/20060526/20412601648.shtml
①陈艾华.知识经济的人才需求趋势http://www.zaobao.com/special/talent/pages/talent 180500a.html
①陈清兰.我国对外劳务输出市场分析与对策研究.金融经济.2008,22：p31-32
②王丽.浅析中国国际劳务合作现状及对策.新西部.2009，6：p33
③逯忆.后过渡期中国高等教育服务贸易发展的现状与对策.黑龙江高教研究，2009,.3：p19
①潘金云.《2006年中国人力资源开发年鉴》[M].中国发展出版社.2007.p687
[1]香港至工会联盟http://www.hkctu.org.hk/contentr.php?orgtopic id=896
[2]《香港社会服务联会“对资历架构及相关质量保证机制”咨询文件的意见》http://www.hkqf.gov.hk/guig/home.asp
[3]董秀华.教育资历框架的比较与思考[J].教育发展研究.2009,3：p46-47
[4]范珍.“资历架构”与“行业主导”谈香港职业教育的特色[J].中国成人教育.2009,5：p99-100
[5]刘超.高益民.作为终身学习评价体系的澳大利亚资历架构.比较教育研究[J]12009,3：p32
[6]刘超.简析“澳大利亚资历架构”(AQF)[J].吉林教育学院学报.2009,1：p10-11
[7]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：p89-90
[8]芮小兰.澳大利亚职业资历架构(AQF)对我国的启示[J].中等职业教育.2008,8：p46
[9]马立红.澳大利亚职业资历架构新发展[J].世界教育信息.2008,8：p
[10]李建忠.欧洲资历架构的建立及其意义.职教论坛[J]2008,1：p55
[11]岑劲霈.英国高等教育资历架构的特点与启示[J].世界教育信息.2007,1：p17-18
[12]刘元.英国职业教育的评估体系及其对我国的启示[J].河北职业技术学院学报.2007,4：p4-5
[13]潘金云.《2006年中国人力资源开发年鉴》[M].中国发展出版社.2007.p682-687
[14]刘阳.图解英国国家资历架构之改革进程[J].职业技术教育.2006,25：p84
[15]戚文革.孙文武.赵洪成.王鹏.英国职业教育的核心技能标准体系[J].中国冶金教育.2006,5：p80,p83
[16]严芳.香港资历框架及其质量保障机制[J].教育发展研究.2006,12：p26
[17]孙万彪,王恩铭.《高级翻译教程》[M].上海外语教育出版社.2006年第三版.p5
[18]毕家驹.进入21世纪的英国学术资历框架[J].中国高等教育评估.2002,2：p39-42
[1]Making Haste Slowly:the evolution of a unified qualifications framework in Scotland. RAFFE, DAVID. European Journal of Education; Dec2007, Vol.42 Issue 4, p485-502,18p
[2]The accreditation and quality assurance of sub-degree/degree qualifications in the establishment of a Hong Kong qualifications framework:local, regional and transnational implications. Leong, John C. Y.1. Wong, W. S.1. Quality in Higher Education; Apr2004, Vol.10 Issue 1,p43-49,7p
[3]Raffe, David.'Simplicity Itself:the creation of the Scottish Credit and Qualifications Framework. Journal of Education & Work; Sep2003, Vol.16 Issue 3, p239,19p
[4]Qualifications Frameworks in Australia. Keating, Jack. Journal of Education & Work; Sep2003, Vol.16Issue3,p271,18p
[5]Gosling, David. Lost Opportunity:What a Credit Framework Would Have Added to the National Qualification Frameworks. Higher Education Quarterly; Jul2001, Vol.55 Issue 3, p270-284,15p 研究生在校期间科研成果
[1]朱宁.日本企业内教育研究[J].上海师范大学学报.2008年11月,增刊：p140-142
[2]朱宁.香港的“资历架构”及其创立背景[J].高等职业教育.2010年2月：p60-65
①《知识促进发展：指标测评与全球战略》[M]，闫温乐等译：上海教育出版社,p5-6；p21
①杜文.《知识经济时代的特征》[N].中国纺织报.2001年5月9日(2)
②张新华.论信息时代的本质(?)特征和趋势.中国社会科学院.http://www.cass.net.cn/file/2004120727358.htm
①穆怀鹏.香港的经济与金融---回归后的调整与发展[M].中国金融出版社.2004.p100-p109
①穆怀鹏.香港的经济与金融---回归后的调整与发展[M].中国金融出版社.2004.p100-p109
①黄日强.张霞.英国职业教育与学习型社会[J].外国教育研究.2005：4：p77-78
①香港特区政府统计处http://www.censtatd.gov.hk/
①香港教育局,资历架构主页http://www.hkqf.gov.hk/guig/home.asp
①香港教育局,资历架构主页http://www.hkqf.gov.hk/guig/home.asp
②香港教育局,资历架构主页http://www.hkqf.gov.hk/guig/home.asp
①香港教育局,资历架构主页http://www.hkqf.gov.hk/guig/home.asp
①香港教育局,资历架构主页http://www.hkqf.gov.hk/guig/home.asp
①香港浸会大学持续教育学院http://www.sce.hkbu.edu.hk
①香港工会联合会业余进修中心http://www.hkftustsc.org/
①“过往资历认可”主页http://rpl.vtc.edu.hk/1_1_1. aspx
①香港教育局,资历架构主页http://www.hkqf.gov.hk/guig/home.asp
①香港教育局,资历架构主页http://www.hkqf.gov.hk/guig/home.asp
②香港教育局,资历架构主页http://www.hkqf.gov.hk/guig/home.asp
③香港教育局,资历架构主页http://www.hkqf.gov.hk/guig/home.asp
①香港学术及职业资历评审局网站http://www.hkcaavq.edu:hk/en/main.asp
①《2000年香港教育改革建议》http://www.gov.hk/tc/residents/education/qf/index.htm
②《2000年香港教育改革建议》http://www.gov.hk/tc/residents/education/qf/index.htm
①《2000年香港教育改革建议》http://www.gov.hk/tc/residents/education/qf/index.htm
②《2000年香港教育改革建议》http://www.gov.hk/tc/residents/education/qf/index.htm
①ttp://www.hk ctu.org.hk/contentr.php?orgtopicid=896(现已经无法访问)
①http://www.hkctu.org.h k/contentr.php?orgtopicid=896(现已经无法访问)
①②陈晓婷.中国培训业的竞合之势走向共活.《培训》.http://finance.sina.com.cn2006年05月26日http://finance.sina.com.cn/leadership/jygl/20060526/20412601648.shtml
①陈艾华.知识经济的人才需求趋势http://www.zaobao.com/special/talent/pages/talent 180500a.html
①陈清兰.我国对外劳务输出市场分析与对策研究.金融经济.2008,22：p31-32
②王丽.浅析中国国际劳务合作现状及对策.新西部.2009，6：p33
③逯忆.后过渡期中国高等教育服务贸易发展的现状与对策.黑龙江高教研究，2009,.3：p19
①潘金云.《2006年中国人力资源开发年鉴》[M].中国发展出版社.2007.p687
[1]香港至工会联盟http://www.hkctu.org.hk/contentr.php?orgtopic id=896
[2]《香港社会服务联会“对资历架构及相关质量保证机制”咨询文件的意见》http://www.hkqf.gov.hk/guig/home.asp
[3]董秀华.教育资历框架的比较与思考[J].教育发展研究.2009,3：p46-47
[4]范珍.“资历架构”与“行业主导”谈香港职业教育的特色[J].中国成人教育.2009,5：p99-100
[5]刘超.高益民.作为终身学习评价体系的澳大利亚资历架构.比较教育研究[J]12009,3：p32
[6]刘超.简析“澳大利亚资历架构”(AQF)[J].吉林教育学院学报.2009,1：p10-11
[7]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：p89-90
[8]芮小兰.澳大利亚职业资历架构(AQF)对我国的启示[J].中等职业教育.2008,8：p46
[9]马立红.澳大利亚职业资历架构新发展[J].世界教育信息.2008,8：p
[10]李建忠.欧洲资历架构的建立及其意义.职教论坛[J]2008,1：p55
[11]岑劲霈.英国高等教育资历架构的特点与启示[J].世界教育信息.2007,1：p17-18
[12]刘元.英国职业教育的评估体系及其对我国的启示[J].河北职业技术学院学报.2007,4：p4-5
[13]潘金云.《2006年中国人力资源开发年鉴》[M].中国发展出版社.2007.p682-687
[14]刘阳.图解英国国家资历架构之改革进程[J].职业技术教育.2006,25：p84
[15]戚文革.孙文武.赵洪成.王鹏.英国职业教育的核心技能标准体系[J].中国冶金教育.2006,5：p80,p83
[16]严芳.香港资历框架及其质量保障机制[J].教育发展研究.2006,12：p26
[17]孙万彪,王恩铭.《高级翻译教程》[M].上海外语教育出版社.2006年第三版.p5
[18]毕家驹.进入21世纪的英国学术资历框架[J].中国高等教育评估.2002,2：p39-42
[1]Making Haste Slowly:the evolution of a unified qualifications framework in Scotland. RAFFE, DAVID. European Journal of Education; Dec2007, Vol.42 Issue 4, p485-502,18p
[2]The accreditation and quality assurance of sub-degree/degree qualifications in the establishment of a Hong Kong qualifications framework:local, regional and transnational implications. Leong, John C. Y.1. Wong, W. S.1. Quality in Higher Education; Apr2004, Vol.10 Issue 1,p43-49,7p
[3]Raffe, David.'Simplicity Itself:the creation of the Scottish Credit and Qualifications Framework. Journal of Education & Work; Sep2003, Vol.16 Issue 3, p239,19p
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