1、譯作：廣東省勞動保障廳向世界銀行貸款諒解備忘錄Aide-Memoire（英譯漢）摘錄部分Aide-MemoireChinaTechnicalandVocationalEducationProjectIdentificationProcess,OctobertoDecember2006andProjectPreparationWorkshopinSingapore,January10-19,2007ContentsI. BackgroundII. TheIdentificationProcessIII. FindingsfromtheVisitstotheProvincesIV. TheProj

2、ectPreparationWorkshopinSingaporeV. ProjectConceptVI. TheNextStepListofAnnexes1. ListofParticipantsinMeetingsandListofPersonsMetduringtheVisitstoGuangdong,LiaoningandShandong2. SchoolsorRelatedInstitutionsVisitedbytheMission13. EnterprisesVisitedbytheMission4. ListofSingaporeanOfficialsandOfficersWh

3、oseSupportandEffortsMadetheWorkshopPossible5. AgendaofSingapore-WorldBankWorkshop6. ListofparticipantsoftheWorkshop7. WBIHDEvaluationResultsoftheWorkshop1. Thisaide-memoirerecordsaseriesofactivitiesandfindingsthatcontributedtotheidentificationofissuesandtotheinitialprojectdesignofChinaTechnicalandVo

4、cationalEducationProject(TVE).Theborrowersarethreeprovinces-GuangdongLiaoning,andShandong.Duetovariationintheavailabilityoftheleadershipinthethreeprovincesandincentralgovernmentagenciestoreceivethemission,theprocessthatleduptothedevelopmentofanagreedprojectconceptstretchedoutoverafour-monthperiod,fr

5、omOctobertoDecember2006toJanuary,2007.Thisaide-memoireconsistsofsixparts:Supplementaryinformationisprovidedinsevenannexes.2. ThemissiongratefullyacknowledgestheexcellentcooperationoftheNationalDevelopmentandReformCommission(NDRC),MinistryofFinance(MOF),MinistryofEducation(MOE),MinistryofLaborandSoci

6、alSecurity(MOLSS),Guangdong,LiaoningandShandongProvinces.Specifically,themissionwishestoexpressitssincereappreciationtotheCapitalUtilizationDepartmentofNDRCforcoordinatingtheinitialphaseoftheidentificationprocess,andtoInternationalDepartmentofMOFforeffectivesupportinmakingthemissionspossibleanditsdi

7、scussionsandvisitsproductive.I.Background3. WithChina'seconomygrowingatanaveragerateofabout10peioeBtaltermsoverthepastdecade,thedemandforskilledworkershasbeenstrong,particularlyincoastalprovinces.Ofthe750millionworkersinthecountry,onlyabout4percenthastechnicianqualifications.Chinaneedstoimproveb

8、othqualityandquantityofTVEinordertosustaingrowthandtomoveupthevaluechaininitseconomy.4. Aftertheintroductionofmarket-basedeconomicreforms,ChinahasmadesubstantialeffortstomodernizeandrestructurethesystemThecurrentpolicyframeworkofferspromiseandisconsistentwithinternationaltrendsandbestpractices.Theai

9、mistomakethesystemmoreresponsivetoemployerdemandsforskills;moreflexibletoallowformultipleentries,exitsandre-entriesforcontinuousupgradingandretraining;andasourceofgoodqualitytrainingaccessibletoallmembersofsociety,youngandold.China'scurrentpublicsectorTVETsystemhasadualstructure.TheMinistryofEdu

10、cation(MOE)anditsprovincialcounterpartareresponsibleforformalTVEmainlyattheseniorsecondarylevel(specializedsecondaryschoolsandvocationalhighschools)andthetertiarylevel(vocationalcolleges),focusingmainlyonpre-employmenttraining.TheMinistryofLaborandSocialSecurity(MOLSS)anditsprovincialcounterpartarer

11、esponsibleforformalskillsdevelopment(skilledworkersschools),non-formalvocationaltrainingschemesandshort-coursesinemploymenttrainingcentersformigrantworkers,retrenchedworkers,andthosewhowanttoimprovetheirskillsoracquirenewskills,aswellasnationwideskillstestingandcertification.Inaddition,thereisagrowi

12、ngprivatesectorthatprovidesformalandnon-formalTVET,accountingforabout10percentofschoolsin2003.5. Currently,roughly50percentofgraduatesfromcompulsoryeducation(attheendofGrade9)continueonattheseniorsecondarylevel,ofwhomover60percententergeneralsecondaryeducation.Theremaining40percentgofortechnicalandv

13、ocationaleducation(TVE),tobetrainedtobecomeskilledworkersandtechnicians.StudentsinTVEarepredominatelyfromtheruralareasandfromthepoorersegmentsoftheurbanareas.Recently,theemploymentprospectsofgraduatesfromTVEarebrighterthanthoseofauniversitygraduateduetothestrongdemandforskillsintheeconomy.6. Recogni

14、zingthatTVETliesinthecriticalpathtopromotegrowthandalleviatepoverty,theGovernmentofChina(GOC)identifiesitasoneofitsstrategicpriorities.China'msageondaaimstoraisethequalityandrelevanceofTVETbystrengtheningthelinkagesbetweenenterprisesandschoolsandthepracticalorientationofTVET;(ii)improveequitybye

15、ncouragingtheurbanandeasternareastoprovidemoreeducationandemploymentopportunitiesforstudentsfromtheruralareasandthecentralandwesternregions,aswellasprovidemorestudentassistancetolow-incomestudents;(111) todiversifysourcesoftrainingbyencouragingenterprisestoprovideon-the-jobtrainingandincreasingpriva

16、tetrainersparticipation;and(iv)toincreasepublicinvestmentfromeachlevelofthegovernment.The11thFive-yearPlan(2006-2010)pledgestoinvestUS$1.9billion(RMB14billion)to(i)upgrade100vocationalcolleges,1,000vocationalsecondaryschoolsand1,000countytrainingcenters,(ii)build2,000workshops,(iii)strengthenteacher

17、training,and(iv)providefinancialsupporttopoorstudents.7. InMarch,2006,theBankconductedareconnaissancemission,ledbyMr.DingyongHou(SeniorOperationsOfficer).However,atthetime,theStateCouncilhadnottakenadecisiononborrowing.InJuly,2006,theStateCouncilapprovedthreecoastalprovinces-Guangdong,LiaoningandSha

18、ndong-toborrowUS$20millioneachfromIBRD,totalingUS$60million.Thesethreeprovincesareeconomicallymoreadvancedthanothersandhavestrongercapacitytofinanceandimplementtheprojecttoprovidedemonstrationeffectstoothers.Theyhaveacombinedpopulationofabout14percentofthetotalinChina(80millioninGuangdong,42millioni

19、nLiaoning,andover90millioninShandong).備忘錄中國職業技術教育項目鑒定過程（2006年10月12月）新加坡項目籌備研討會2007年1月10日19日內容目錄I.背景n.審核程序m.參觀各省的發現IV.新加坡的項目籌備研討會v.項目理念VI.后續工作附件目錄1、 參加會議的名單以及參觀考察廣東、遼寧和山東的名單2、 代表團參觀的學校或者相關學院3、 代表團參觀的企業4、 籌備這次研討會的新加坡政府機構和政府官員名單5、 新加坡世界銀行研討會的議程6、 參加研討會的名單7、 研討會評估結果1、這份備忘錄記錄了一系列關于中國職業技術教育貸款項目認證以及最初方案策劃活

20、動的決定。閱讀者分別是廣東、遼寧以及山東這三個省份有關人員。由于三個省份的領導層以及中央專項負責人在考慮這個任務的可行性上的差異，一份被大家采納的項目大綱的制定時間延長至4個月之久，由2006年10月至2007年1月這份備忘錄分為6個部分，并付7份附加材料。2、本次項目對國家發展改革委員會(NDRC)、財政部、教育部、勞動和社會保障部等部門以及廣東、遼寧、山東這三個省份的合作給予了肯定。這次項目尤其感謝國家發展改革委員會(NDRC)對認證初次階段的調整以及財政部國際司的有力支持、討論和考察，使計劃得以實現。3、中國經濟近10年平均經濟增長率都保持在10個百分點左右，對職業技能人才的需求大大增加

21、，尤其在沿海城市這種需求更加明顯。在全國7.5億工人中，只有4%具有職業技術資格認證。中國急需提高職業技能教育的數量以及質量，只有這樣才能對中國的發展以及經濟鏈的帶動給予有力的支持。4、在市場經濟改革之后，中國在進行現代職業技能教育系統建設及重組方面已經取得了實質的成果。現行的政策方針主要立足于國際職業技能的發展趨勢以及實際動手能力，其目的在于能有針對性地解決從業人員對技能的需求，使從業人員5掌握更多的技能，并且能夠不斷更新及進行再次學習。還有就是為所有社會成員不論老少提供高質量的技能教育的機會。中國現有的職業教育系統分為兩個部分，教育部以及省支部負責在校的職業技能教育，主要包括中專及中等職業技術學院以及高等職業技術學校等中、高級技能教育，主要著眼于面向就業的教育。社會和勞動保障部及其省支部則負責正規的技能培訓教育（技工學校）、非正式技能培訓及短期培訓。短期培訓主要這對為外來工、再就業人員以及希望提升自己及學習新技能的從業人員，如一些全國技能考試及認證。還有就是一些為在校及在職人員提供職業技能教育的私人組織及學校，2003年這些學校大概占全國職業技術學校10%左右