俄罗斯数字能力融入职业教育的实践逻辑分析
Analysis of the Logic of Practice of Integrating Digital Competence into Vocational Education in Russia

在工业4.0的背景下，推动数字能力融入职业教育已成为赋能俄罗斯社会数字化转型的有效手段。自2012年以来，俄罗斯通过出台相关政策以及成立国家及优先项目等一系列措施，加速推进数字能力融入职业教育，以期培养符合新一代的数字化人才，来应对社会经济数字化转型所带来的新的挑战和机遇。尽管俄罗斯正在积极地实现其数字化转型的目标，但在实际操作中仍存在一些问题，如智能化的办公环境尚未普及，缺乏足够的数字化技能的人才等。总体来说，俄罗斯在数字能力融入职业教育中的策略可以概括为以下几个方面：一是加快实施数字技术的政策计划；二是增强数字设施的基础建设；三是提升职业教员的数字化水平；四是优化对职业教育能力的评价体系。本文从政策视角出发，环境型的政策起到了激发教育数字化变革的关键角色，而供应与需求两种类型的政策则分别具备了“push-pull”的功能，三种政策工具共同构建出这三个政策类型稳定的框架，从而助力于数字能力在职业教育领域的融合及应用。
In the context of Industry 4.0, promoting the integration of digital competencies into vocational education has become an effective means of empowering the digital transformation of Russian society. Since 2012, Russia has been accelerating the integration of digital competence into vocational education through a series of measures, including relevant policies and the establishment of national and priority programs, with a view to training a new generation of digitally competent people who are in line with the new challenges and opportunities brought about by the digital transformation of the society and economy. Although Russia is actively realizing its digital transformation goals, there are still some problems in practice, such as smart offices that are not yet widespread and a lack of sufficiently digitally skilled personnel. Overall, Russia’s strategy in integrating digital competence into vocational education can be summarized as follows: first, accelerating the implementation of policy plans for digital technology; second, enhancing the infrastructure of digital facilities; third, upgrading the digital level of vocational instructors; and fourth, optimizing the evaluation system for vocational education competence. In this paper, from the perspective of policy, the type of policy plays a key role in stimulating digital change in education, while the two types of policy, supply and demand, have the function of “push-pull”, and the three types of policy tools together build a stable framework for the three types of policy, thus helping the integration and application of digital competence in the field of vocational education. The three policy tools together create a stable framework for these three policy types, thus facilitating the integration and application of digital competences in vocational education.