The Practice and Enlightenment of Higher Integrated Vocational Education in Russia from the Perspective of Ecosystem Theory

GUO Wenbin; WEN Deyan

Journal of South China normal University (Social Science Edition) > 2023 > (3): 106-118.

GUO Wenbin, WEN Deyan. The Practice and Enlightenment of Higher Integrated Vocational Education in Russia from the Perspective of Ecosystem Theory[J]. Journal of South China normal University (Social Science Edition), 2023, (3): 106-118.

Citation:

PDF (2840 KB)

The Practice and Enlightenment of Higher Integrated Vocational Education in Russia from the Perspective of Ecosystem Theory

GUO Wenbin^{1, 2},
WEN Deyan¹

More Information

Received Date: April 24, 2023
Available Online: July 26, 2023

Graphical Abstract

Abstract

Abstract

Higher integrated vocational education is the inevitable development trend of vocational education for the disabled in the future. It shoulders the responsibility of training high-level talents and is related to the high-quality development of the entire education cause for the disabled. After years of exploration, Russia's higher integrated vocational education has formed a unique practice path: first, at the macro leve, multiple measures should be taken to improve the development environment of higher integrated vocational education; second, at the meo leve, construct resource center for the disabled to integrate regional resources; third, at the micro level, provide in-school support to break through learning disabilities. On the basis of the above measures, Russia has formed a characteristic mode of higher integrated vocational education, among which BMSTU education model, Southern Federal University modular education model and CSU education model are prominent. In the future, the development of higher integration vocational education for disabled people should be based on the needs of disabled people's education to improve the top-level design; based on the legal system to achieve the integration of multiple environments; use digitalization as a means to facilitate the cooperation of multiple subjects; take life-long as the pursuit to promote the connection of multiple stages.
- Russia,
- vocational education for the disabled,
- higher inclusive vocational education,
- ecosystem theory

FullText(HTML)

References (29)

References

[1]	刘俊卿. 发展中等职业学校融合教育的机遇、挑战与策略[J]. 沈阳师范大学学报(社会科学版), 2020, 44(6): 84-89. https://www.cnki.com.cn/Article/CJFDTOTAL-SYSS202006014.htm
[2]	教育部, 国家发展改革委, 财政部, 等. 关于加快发展残疾人职业教育的若干意见[EB/OL]. (2018-07-18)[2022-01-26]. http://www.moe.gov.cn/srcsite/A07/zcs_zhgg/201807/t20180718_343400.html.
[3]	教育部, 国家发展改革委, 民政部, 等. "十四五"特殊教育发展提升行动计划[EB/OL]. (2021-12-31)[2022-01-28]. http://www.gov.cn/zhengce/content/2022-01/25/content_5670341.htm.
[4]	焦悦梅, 赵小兵. 俄罗斯职业教育对我国职业教育改革的启示[J]. 中国成人教育, 2010(14): 124-125. https://www.cnki.com.cn/Article/CJFDTOTAL-ZCRY201014070.htm
[5]	赵俊亚. 俄罗斯高等职业教育的特点及启示[J]. 教育与职业, 2011(26): 88-89. https://www.cnki.com.cn/Article/CJFDTOTAL-JYYZ201126042.htm
[6]	王恩华, 王熹. 俄罗斯残疾人受高等教育权保障机制研究[J]. 中国成人教育, 2019(18): 60-63. https://www.cnki.com.cn/Article/CJFDTOTAL-ZCRY201918018.htm
[7]	周玉婧, 陈明昆, 仇梦华. 社会文化视域下俄罗斯职业教育的历史变迁及特征分析[J]. 职教通讯, 2019(19): 67-73. https://www.cnki.com.cn/Article/CJFDTOTAL-ZJTX201919013.htm
[8]	卓彩琴. 生态系统理论在社会工作领域的发展脉络及展望[J]. 江海学刊, 2013(3): 113-119. https://www.cnki.com.cn/Article/CJFDTOTAL-JHXK201303019.htm
[9]	吴军其, 任飞翔, 李猛. 生态系统理论视域下数据驱动课堂教学的实践误区与消解路径[J]. 现代教育技术, 2022, 32(10): 34-42. https://www.cnki.com.cn/Article/CJFDTOTAL-XJJS202210004.htm
[10]	ВОЛКОВА Н С, ПУЛЯЕВА Е В. Конвенция ООН о правах инвалидов и развитие инклюзивного образования в Российской Федерации[J]. Журнал российского права, 2017, 9 (249): 55-66.
[11]	Советом Федерации. О социальной защите инвалидов в Российской Федерации[EB/OL]. (1995-11-24)[2022-03-02]. http://www.consultant.ru/document/cons_doc_law_8559/.
[12]	Министерством образования и науки РФ. Методические рекомендации по организации образовательного процесса для обучения инвалидов и лиц с ограниченными возможностями здоровья в образовательных организациях высшего образования, в том числе оснащенности образовательного процесса [EB/OL]. (2014-04-08)[2023-02-15]. https://base.garant.ru/70680520/.
[13]	JOHNSON A F, ROBERTO K J, BLACK S L, et al. Neglected under the law: a typology of stigmatization and effective employment protections[J]. Human resource management review, 2021, 33(4): 100873.
[14]	LUKIANOVA N A, FELL E V, SKALNAYA O A. Career construction: inclusive education from school to college and university[J]. 2018(432): 51-56.
[15]	MUSKHANOVA I V, PLATONOVA R I, BAZAEVA F U, et al. Inclusive education in universities: practices and problems[J]. EurAsian journal of biosciences, 2020, 14(1): 2321-2326.
[16]	ZOLOTAREVA O A, SADOVNIKOVA N A, BABICH S G, et al. Self-realization of disabled children and graduates of vocational education institutions[J]. Amazonia Investiga, 2019(24): 102-120.
[17]	Правительства РФ от. Об утверждении государственной программы Российской Федерации "Доступная среда" на 2011—2020 годы[EB/OL]. (2015-12-01)[2022-02-25]. https://www.garant.ru/products/ipo/prime/doc/71165834/.
[18]	ALEKSANDROVA O, NENAKHOVA Y. Accessibility of assistive technologies as a factor in the successful realization of the labor potential of persons with disabilities: Russia's experience[J]. Societies, 2019, 9(4): 70-83.
[19]	ПАШКОВА Г Г. Проблемы занятости и трудоустройства инвалидов в Российской Федерации[J]. Вестник Томского государственного университета. Право, 2018 (29): 162-173.
[20]	Правительства РФ от. Государственный контракт № 05.020.11.0007 от 07.06.2016 года на выполнение работ для государственных нужд 《Мониторинг и информационно-аналитическое сопровождение деятельности региональных ресурсных центров высшего образования для инвалидов》[EB/OL]. (2016-06-07)[2023-04-1-000711]. https://mininuniver.ru/other/inklyuzivnoe-obrazovanie/gosudarstvennyj-kontrakt-05-020-1-ot-07-06-2016.
[21]	童欣, 曹宏阁, 康顺利. 全纳教育视野下聋人高等教育培养复合型人才的探讨与尝试[J]. 中国特殊教育, 2008, 102(12): 7-12. https://www.cnki.com.cn/Article/CJFDTOTAL-ZDTJ200812001.htm
[22]	LUKOYENKO T, KALUGINA N, SOROKIN N, et al. Accompanying persons with disabilities at university: skills development among volunteers[J]. International journal of instruction, 2021, 14(2): 935-952.
[23]	童欣, 曹宏阁, 康顺利. 分析借鉴美、俄聋人高等全纳教育经验—以美国国家聋人工学院和俄罗斯鲍曼技术大学聋人中心为例[J]. 中国特殊教育, 2009(4): 30-35. https://www.cnki.com.cn/Article/CJFDTOTAL-ZDTJ200904013.htm
[24]	刘萍, 张开智. 以完善模块化教学为导向的应用型院校课堂教学评价[J]. 教育与职业, 2019(23): 108-111. https://www.cnki.com.cn/Article/CJFDTOTAL-JYYZ201923021.htm
[25]	刘海燕, 常桐善. 模块化、灵活化、全球化: 基于信息技术的大学"学习范式"转型—基于麻省理工学院的案例探讨[J]. 开放教育研究, 2018, 24(3): 19-26. https://www.cnki.com.cn/Article/CJFDTOTAL-JFJJ201803004.htm
[26]	ГОРЮНОВА Л В, ГУТЕРМАН Л А, КИРИК В А, et al. Южный федеральный университет как центр развития инклюзивного образования в регионе[J]. Психологическая наука и образование, 2017, 22(1): 106-118.
[27]	BATUKHTIN V D, SHCHERBOV A D, MARTYNOVA E A. Access to higher education for disabled people: a systematic approach at chelyabinsk state university in Russia[J]. Higher education in Europe, 1999, 24(3): 385-394.
[28]	李为民. 论教育环境对人的能力形成和发展的影响[J]. 中南民族学院学报(人文社会科学版), 2002(S1): 118-121. https://www.cnki.com.cn/Article/CJFDTOTAL-ZNZX2002S1044.htm
[29]	李曼. 日本家庭教育法律规制: 路径、特点与启示[J]. 全球教育展望, 2021, 50(7): 91-101. https://www.cnki.com.cn/Article/CJFDTOTAL-WGJN202107008.htm

Cited By

Get Citation

PDF

XML

Article views (143) PDF downloads (95)

Turn off MathJax

Article Contents

Abstract

References

The Practice and Enlightenment of Higher Integrated Vocational Education in Russia from the Perspective of Ecosystem Theory

Abstract

References

Catalog

Export File

Citation

Format

Content