“政策衔接”到“转换支持”——美国退役军人从军人到大学生转换问题评述
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摘要
美国对退役军人接受高等教育援助政策的相关研究不仅重视制度框架的顶层设计,而且也关注退役军人从军人转换为大学生过程中的文化适应与学业表现。由于有悠久的军队与大学互动史,一方面,美国学术界就退役军人校园融入的主体概念、转换衔接以及学业发展进行了长期的理论研究;另一方面,政府、社会组织以及学校也根据自身特点,分别采取了支持退役军人身份过渡与学术融入的应对措施。美国的经验给我国的启示是:当前,在军民融合创新培养人才、退役军人事务安置机构及教育资助政策逐渐完善的新形势下,决策层更需要关注退役军人由军人到学生转换过程的有效支持,重视学业发展与心理调适以及毕业与就业状况等方面。
The aid policy aimed at helping student veterans in America to receive higher education pays high attention not only to the top-level design of relevant system but also to student veterans' acculturation and academic performance during their transition from military to university. On one hand, American academia has been conducting long-term theoretical researches on the subject concept of student veterans fitting in university and their transition and academic development, owing to the long-standing interaction between military and university; on the other hand, the government, social organizations, and universities have adopted corresponding measures to support veterans during their identity transition and academic integration according to their own characteristics. Under the new conditions that Chinese military is cooperating with civilians to cultivate talents creatively, and that veteran placement agency and educational funding policy are improving gradually, drawing on American experience, Chinese decision-makers should provide effective support for this particular group during their transition from veterans to students, and attach importance to their academic development,psychological adjustment as well as graduation and employment status.
The aid policy aimed at helping student veterans in America to receive higher education pays high attention not only to the top-level design of relevant system but also to student veterans' acculturation and academic performance during their transition from military to university. On one hand, American academia has been conducting long-term theoretical researches on the subject concept of student veterans fitting in university and their transition and academic development, owing to the long-standing interaction between military and university; on the other hand, the government, social organizations, and universities have adopted corresponding measures to support veterans during their identity transition and academic integration according to their own characteristics. Under the new conditions that Chinese military is cooperating with civilians to cultivate talents creatively, and that veteran placement agency and educational funding policy are improving gradually, drawing on American experience, Chinese decision-makers should provide effective support for this particular group during their transition from veterans to students, and attach importance to their academic development,psychological adjustment as well as graduation and employment status.
引文
[1]程曼莉,罗敏.募兵困境与美国军人教育资助政策的调整[J].军事经济研究,2015(2):73-77.
[2]赵晓闻,张彦通.美国军人教育资助体系研究及其对中国的启示[J].北京航空航天大学学报(社会科学版),2010,23(4):95-98.
[3]邓亚柳.美国退伍军人权利法案框架下的教育安置研究[D].广州:华南师范大学,2009.
[4]DIRAMIO D,ACKERMAN R,MITCHELL R L.From combat to campus:Voices of student-veterans[J].Naspa Journal,2008,45(1):73-102.
[5]王书峰.美国退役军人教育资助政策形成与变迁研究[D].北京:北京大学,2007.
[6]GREENBERG M.The GI Bill of rights:Changing the social,economic landscape of the United States[J].Historians on America,2008(3):46-54.
[7]姚希智.美国退役军人教育资助制度研究[D].长沙:国防科学技术大学,2009.
[8]ZHANG L.Veterans going to college:Evaluating the impact of the Post-9/11 GI Bill on college enrollment[J].Educational Evaluation and Policy Analysis,2018,40(1):82-102.
[9]RUMANN C B,HAMRICK F A.Student veterans in transition:Re-enrolling after war zone deployments[J].Journal of Higher Education,2010,81(4):431-458.
[10]KIM Y M,COLE J S.Student veterans/service members'engagement in college and university life and education[R].Washington,DC:American Council on Education,2013.
[11]CATE C A,LYON J S,SCHMELING J,et al.National veteran education success tracker:a report on the academic success of student veterans using the post-9/11 GI Bill[R].Washington,D.C:Student Veterans of America,2017.
[12]VACCHI D T,BERGER J B.Student veterans in higher education[M]//PAULSEN M B.Higher Education:Handbook of Theory and Research.Netherlands:Springer,2014:93-151.
[13]BARRY A E,WHITEMAN S D,WADSWORTH M D,et al.Student service members/veterans in higher education:a systematic review[J].Journal of Student Affairs Research&Practice,2014,51(1):30-42.
[14]LYON J.Commentary:Student veterans,not veteran students[EB/OL].(2018-01-05)[2018-05-15].https://www.militarytimes.com/education-transition/education/2018/01/05/natcon2018-student-veterans-not-veteran-students.
[15]GRIFFIN K A,GILBERT C K.Better transitions for troops:an application of Schlossberg's transition framework to analyses of barriers and institutional support structures for student veterans[J].Journal of Higher Education,2015,86(1):71-97.
[16]BICHREST M.A formal literature review of veteran acculturation in higher education[J].Rivier Academic Journal,2013,9(2):1-12.
[17]DIRAMIO D,JARVIS K.Veterans in higher education:when Johnny and Jane come marching to campus[M].San Francisco:Jossey-Bass,2011.
[18]OSBORNE N J.From camouflage to classroom:designing a transition curriculum for new student veterans[J].Journal of Postsecondary Education&Disability,2016,29(3):285-292.
[19]FORD K,VIGNARE K.The evolving military learner population:a review of the literature[J].Journal of Asynchronous Learning Network,2015,19(1):7-30.
[20]DURDELLA N,KIM Y K.Understanding patterns of college outcomes among student veterans[J].Journal of Studies in Education,2012,2(2):109-129.
[21]STEELE J L,BURYK P,MCGOVERN G.Student veterans’outcomes by higher education sector:evidence from three cohorts of the baccalaureate and beyond[J].Research in Higher Education,2018(3):1-31.
[22]The White House.Executive order-establishing principles of excellence for educational institutions serving service members,veterans,spouses,and other family members[EB/OL].(2012-04-27)[2018-05-11].https://obamawhitehouse.archives.gov/the-press-office/2012/04/27/executive-order-establishing-principles-excellence-educational-institution.
[23]KAPELL J.Student veterans’participation in high-impact practices:veterans’experiences at three institutions of higher education in Southeastern North Carolina[J].Journal of Veterans Studies,2017,2(1):29-49.
[24]EVANS J J,PELLEGRINO L,HOGGAN C.Supporting veterans at the community college:a review of the literature[J].Community College Enterprise,2015,21(1):47-65.
[25]MCBAIN L,KIM Y,COOK B,et al.From soldier to student II:assessing campus programs for veterans and service members[R].Washington,D.C:American Council on Education,2012.
[26]黄再胜.构建军人退役教育资助制度[N].中国社会科学报,2015-10-08(5).
(1)已有文献关于“退伍”“退役”概念较为混淆,其区别在面向“军人”范围不同。“退伍”指义务兵退出现役;而“退役”的范围更广,可能包括军官、士官和士兵等。随着近年来官方文件逐渐向“退役”的规范,同时为了概念更具涵盖能力,因此本文将采用“退役军人”这一概念(罗平飞.当代中国军人退役安置制度实践过程分析[J].社会主义研究,2006(5):111-114.)。
(2)中央政府:2009年教育部《普通高职(专科)毕业生服义务兵役退役后接受普通本科教育招生办法(试行)》;2010年《国务院、中央军委关于加强退役士兵职业教育和技能培训工作的通知》;2011年《退役士兵安置条例》《财政部教育部民政部总参谋部总政治局部关于实施退役士兵教育资助政策的意见》;2014年《教育部关于进一步落实好退役士兵就读中等职业学校和高等学校相关政策的通知》;2016年教育部实施的“退役大学生士兵”专项硕士研究生招生计划。地方政府:江苏、山东省实施高职院校对口单招退役军人,以及前者实施的退役军人免试接受成人高等学历教育,如《江苏省教育厅省民政厅关于做好退役士兵免试接受成人高等学历教育报名工作的通知》《山东省教育厅、财政厅、民政厅关于组织开展退役士兵单独招生免费教育试点工作的通知》等。
[2]赵晓闻,张彦通.美国军人教育资助体系研究及其对中国的启示[J].北京航空航天大学学报(社会科学版),2010,23(4):95-98.
[3]邓亚柳.美国退伍军人权利法案框架下的教育安置研究[D].广州:华南师范大学,2009.
[4]DIRAMIO D,ACKERMAN R,MITCHELL R L.From combat to campus:Voices of student-veterans[J].Naspa Journal,2008,45(1):73-102.
[5]王书峰.美国退役军人教育资助政策形成与变迁研究[D].北京:北京大学,2007.
[6]GREENBERG M.The GI Bill of rights:Changing the social,economic landscape of the United States[J].Historians on America,2008(3):46-54.
[7]姚希智.美国退役军人教育资助制度研究[D].长沙:国防科学技术大学,2009.
[8]ZHANG L.Veterans going to college:Evaluating the impact of the Post-9/11 GI Bill on college enrollment[J].Educational Evaluation and Policy Analysis,2018,40(1):82-102.
[9]RUMANN C B,HAMRICK F A.Student veterans in transition:Re-enrolling after war zone deployments[J].Journal of Higher Education,2010,81(4):431-458.
[10]KIM Y M,COLE J S.Student veterans/service members'engagement in college and university life and education[R].Washington,DC:American Council on Education,2013.
[11]CATE C A,LYON J S,SCHMELING J,et al.National veteran education success tracker:a report on the academic success of student veterans using the post-9/11 GI Bill[R].Washington,D.C:Student Veterans of America,2017.
[12]VACCHI D T,BERGER J B.Student veterans in higher education[M]//PAULSEN M B.Higher Education:Handbook of Theory and Research.Netherlands:Springer,2014:93-151.
[13]BARRY A E,WHITEMAN S D,WADSWORTH M D,et al.Student service members/veterans in higher education:a systematic review[J].Journal of Student Affairs Research&Practice,2014,51(1):30-42.
[14]LYON J.Commentary:Student veterans,not veteran students[EB/OL].(2018-01-05)[2018-05-15].https://www.militarytimes.com/education-transition/education/2018/01/05/natcon2018-student-veterans-not-veteran-students.
[15]GRIFFIN K A,GILBERT C K.Better transitions for troops:an application of Schlossberg's transition framework to analyses of barriers and institutional support structures for student veterans[J].Journal of Higher Education,2015,86(1):71-97.
[16]BICHREST M.A formal literature review of veteran acculturation in higher education[J].Rivier Academic Journal,2013,9(2):1-12.
[17]DIRAMIO D,JARVIS K.Veterans in higher education:when Johnny and Jane come marching to campus[M].San Francisco:Jossey-Bass,2011.
[18]OSBORNE N J.From camouflage to classroom:designing a transition curriculum for new student veterans[J].Journal of Postsecondary Education&Disability,2016,29(3):285-292.
[19]FORD K,VIGNARE K.The evolving military learner population:a review of the literature[J].Journal of Asynchronous Learning Network,2015,19(1):7-30.
[20]DURDELLA N,KIM Y K.Understanding patterns of college outcomes among student veterans[J].Journal of Studies in Education,2012,2(2):109-129.
[21]STEELE J L,BURYK P,MCGOVERN G.Student veterans’outcomes by higher education sector:evidence from three cohorts of the baccalaureate and beyond[J].Research in Higher Education,2018(3):1-31.
[22]The White House.Executive order-establishing principles of excellence for educational institutions serving service members,veterans,spouses,and other family members[EB/OL].(2012-04-27)[2018-05-11].https://obamawhitehouse.archives.gov/the-press-office/2012/04/27/executive-order-establishing-principles-excellence-educational-institution.
[23]KAPELL J.Student veterans’participation in high-impact practices:veterans’experiences at three institutions of higher education in Southeastern North Carolina[J].Journal of Veterans Studies,2017,2(1):29-49.
[24]EVANS J J,PELLEGRINO L,HOGGAN C.Supporting veterans at the community college:a review of the literature[J].Community College Enterprise,2015,21(1):47-65.
[25]MCBAIN L,KIM Y,COOK B,et al.From soldier to student II:assessing campus programs for veterans and service members[R].Washington,D.C:American Council on Education,2012.
[26]黄再胜.构建军人退役教育资助制度[N].中国社会科学报,2015-10-08(5).
(1)已有文献关于“退伍”“退役”概念较为混淆,其区别在面向“军人”范围不同。“退伍”指义务兵退出现役;而“退役”的范围更广,可能包括军官、士官和士兵等。随着近年来官方文件逐渐向“退役”的规范,同时为了概念更具涵盖能力,因此本文将采用“退役军人”这一概念(罗平飞.当代中国军人退役安置制度实践过程分析[J].社会主义研究,2006(5):111-114.)。
(2)中央政府:2009年教育部《普通高职(专科)毕业生服义务兵役退役后接受普通本科教育招生办法(试行)》;2010年《国务院、中央军委关于加强退役士兵职业教育和技能培训工作的通知》;2011年《退役士兵安置条例》《财政部教育部民政部总参谋部总政治局部关于实施退役士兵教育资助政策的意见》;2014年《教育部关于进一步落实好退役士兵就读中等职业学校和高等学校相关政策的通知》;2016年教育部实施的“退役大学生士兵”专项硕士研究生招生计划。地方政府:江苏、山东省实施高职院校对口单招退役军人,以及前者实施的退役军人免试接受成人高等学历教育,如《江苏省教育厅省民政厅关于做好退役士兵免试接受成人高等学历教育报名工作的通知》《山东省教育厅、财政厅、民政厅关于组织开展退役士兵单独招生免费教育试点工作的通知》等。