Policy differences and optimization paths of credit recognition and transfer between Guangdong and Hong Kong——Based on a comparative analysis of policy texts
粤港学分认定与转换的政策差异及优化路径——基于政策文本的比较分析

摘要

在建设粤港澳大湾区教育高地的国家战略指引下，学分认定和转换作为打通各类教育壁垒、促进人才跨区域流动的关键纽带，其政策设计与实践成效备受关注。香港凭借成熟的资历架构体系，构建了兼具国际标准与本土特色的学分认定转换机制；广东作为内地区域资历框架建设的先行者，依托学分银行制度形成了独具创新的实践路径。两地政策文本在立法依据、质量保障、实施范围等方面的差异与共性，既折射出不同制度环境下终身教育发展的路径选择，也关乎大湾区学习成果互认的推进进程。本文聚焦粤港学分认定和转换政策文本，通过对比分析其核心要素与实施逻辑，为深化两地教育规则衔接、完善国家终身教育资历框架提供有益参考。

Abstract

Guided by the national strategy of building the Guangdong-Hong Kong-Macao Greater Bay Area (GBA) into an education highland, credit recognition and transfer, as a key link to break down various educational barriers and facilitate cross-regional talent mobility, has attracted widespread attention for its policy design and practical effects. With a mature qualifications framework system, Hong Kong has established a credit recognition and transfer mechanism that integrates international standards with local characteristics. As a forerunner in the construction of regional qualifications frameworks in mainland China, Guangdong has developed a uniquely innovative practical path based on its credit bank system. The differences and commonalities between the policy documents of the two regions in terms of legislative basis, quality assurance, and scope of implementation not only reflect the path choices for lifelong education development under different institutional environments, but also bear on the progress of mutual recognition of learning outcomes in the GBA. Focusing on the policy documents of credit recognition and transfer in Guangdong and Hong Kong, this paper conducts a comparative analysis of their core elements and implementation logic, aiming to provide valuable references for deepening the alignment of educational rules between the two regions and improving the national qualifications framework for lifelong education.