英国职业教育与培训体系概况

•
Although education systems vary, there are common elements: Training – this may be provided by colleges, private providers, employers, universities or schools Qualifications – these may be issued by the training provider, a national or international awarding body or a government body
The Curriculum and its assessment
AGE YEAR GROUP 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 * * * * * * * * 99+ KEY STAGE ASSESSMENT NATIONAL CURRICULUM NATIONAL QUALIFICATIONS FRAMEWORK
Separation of Key Roles
Qualifications created by awarding bodies (eg City & Guilds and Edexcel)
Occupational Standards set by employers and used to create Qualifications (Sector Skills Councils)
Schools
AGE YEAR 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 * * * * * * * * 99+ KEY EARLY YEARS SETTINGS PRIMARY SCHOOLS MIDDLE SCHOOLS SECONDARY SCHOOLS FURTHER & HIGHER EDUCATION GROUP STAGE
How does the UK System Work?
•
• • • • • • •
Vision Policies Planning Infrastructure Design of qualifications Delivery Benchmarking Quality assurance
Components of A Vocational Education & Training (VET) System
N N R 1 2 3 4 5 6 7 8 9 10 11 12 13
FOUNDATION STAGE (Early years) KEY STAGE 1 KEY STAGE 2
Start of compulsory education Inf ant
Junior Prim ary
KEY STAGE 3 KEY STAGE 4 POST-16 LIFELONG LEARNING
Quality Assurance – this can be done in various ways to ensure that training, qualifications and standards meet the needs of government, industry and the learner
11-16
End of compulsory education F.E. Colleges 11-18 Universities
1980’s review of the UK VET system
•
•
•
• • •
There was no clear pattern of vocational qualifications provision. There were overlaps, duplication and gaps in the qualifications on offer Course content was determined by organisations that may not have had a thorough knowledge of industry. The system was ‘supply driven’ and not sufficiently relevant to work Assessment methods such as examinations were biased towards testing the knowledge of a candidate on the day rather than testing skills or competence over a period of time, in the workplace There were many barriers to access, progression and transfer of credit and a lack of flexibility Limited take up of vocational qualifications Some expensive and unfocused training
Historical Development of UK VET Post-1980’s 八十年代后期的发展历史
•
•
•
•
Encourage strong partnership between education providers and employers. 鼓励教育机构与用人单位紧密合 作 Establish employer led national sector skills organisation (e.g. Sector Skills Council). 设立由用人单位牵头的全国行 业技能机构，如行业技能委员会 Develop a national qualifications framework. 建立全国 性学历体系 Legislation introduced enabling VET providers to grow and develop. 立法保证职业教育与培训机构的生存与发展
Demonstration of Skills and knowledge 知识与技能体现
UK National Qualifications Framework
英国全国学历体系
National Vocational Qualifications (NVQs)
•
•
• •
National Vocational Qualifications – statement of competence clearly relevant to work and intended to facilitate entry into, or progression in, employment, further education and training Based on standards developed across UK industry setting out the skills and knowledge expected of people working at different levels across a range of occupations. NVQs focus on skills, knowledge and attitudes that can be directly applied and assessed within the workplace. The emphasis is on day-to-day abilities and achievements rather than, as with some other qualifications, expecting people to rห้องสมุดไป่ตู้call large amounts of information and pass exams.
N N R 1 2 3 4 5 6 7 8 9 10 11 12 13
FOUNDATION STAGE (Early years) KEY STAGE 1 KEY STAGE 2
Foundation Stage Profile in YR Throughout key stage and at end of Y2
UK Vocational Education and Training
•
•
•
•
Includes COMMERCIAL, TECHNICAL and PROFESSIONAL development All the above require KNOWLEDGE, UNDERSTANDING and SKILLS which together we call COMPETENCE It is about being able to PERFORM a JOB EFFECTIVELY to EMPLOYER DEFINED NATIONAL STANDARDS Competence is the key to economic success in a competitive global economy
Design Occupational Standards 确定职业标准
Awarding Bodies 颁发机构
Training Providers 培训机构 Select Teaching Materials 选择教材
A B C
Design Syllabus 设计教学大纲 Learner 学生
Issue Qualification 授予学历
QUALIFICATIONS学历
A B C
INSPECTS 检查 Inspectorate (eg ALI) 检查机构
Sector Skills Councils 行业技能委员会
Awarding Bodies (eg City & Guilds) 颁发机构 ACCREDIT承认
Training Providers (eg Colleges) 培训机构如学院
•
• •
•
• • • •
Schools Curriculum Historical Development of UK VET Post-1980’s Components of A Vocational Education & Training (VET) System UK National Qualifications Framework 英 国 全 国 学 历 体 系 National Vocational Qualifications Apprenticeships Vocational Education in HE Challenges
Quality Assurance
Training Qualifications are taught by colleges and other training providers
JOBS
TRAINS 培训
Employers用人单位
Forms组成 DEFINE 确 定
工作
Learners 学生
Overview of UK Vocational Education & Training System 英国职业教育与培训体系概况
John F Poulton Glyndŵr University A member of University of Wales
Overview of UK VET System 英国职业教育与培训体系概况
KS2 at end of Y6 KEY STAGE 3 KS3 at end of Y9 KEY STAGE 4 POST-16 LIFELONG LEARNING GCSE, VGCSE etc. at end of Y11 AS (at end of Y12), AVCE, NVQ AS, A2 (at end of Y13), AVCE, NVQ NVQ etc.
Components of A Vocational Education & Training (VET) System
Skills Standards – each qualification should include specific elements or standards. These may be determined by the government, training providers or employers
FUNDS经费
VALIDATE认可
Regulatory Body 管理机构 (eg QCA) AUTHORISE FUNDING 批准经费
Funding Body (Learning & Skills Council) 拨款机构
Curriculum Development 课 程 开 发
Sector Skills Councils 行业技能委员会