overview of uk vocational education & training system 英国职业教育与培训体系概况...
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Overview of UK Vocational Education & Training System
英国职业教育与培训体系概况
John F PoultonGlyndŵr 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
• 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
AGE Y EAR K EY ASSESSMENT NATIONAL NATIONAL QUALIFICATIONS
GROUP STAGE CURRICULUM FRAMEWORK
123 N FOUNDATION4 N STAGE Foundation Stage Profile in YR
5 R (Early years)6 1 KEY STAGE Throughout key stage7 2 1 and at end of Y2
8 3 KEY STAGE9 4 210 511 6 KS2 at end of Y6
12 7 KEY STAGE13 8 314 9 KS3 at end of Y9
15 10 KEY STAGE16 11 4 GCSE, VGCSE etc. at end of Y11
17 12 POST-16 AS (at end of Y12), AVCE, NVQ
18 13 AS, A2 (at end of Y13), AVCE, NVQ
* LIFELONG* LEARNING NVQ etc.******99+
The Curriculum and its assessment
AGE Y EAR K EY EARLY Y EARS PRIMARY MIDDLE SECONDARY FURTHER & HIGHER
GROUP STAGE SETTINGS SCHOOLS SCHOOLS SCHOOLS EDUCATION
123 N FOUNDATION4 N STAGE
5 R (Early years) Infant6 1 KEY STAGE7 2 18 3 KEY STAGE Junior9 4 210 5 Primary11 612 7 KEY STAGE 11-1613 8 314 915 10 KEY STAGE16 11 4
17 12 POST-16 F.E. Colleges18 13 11-18* LIFELONG* LEARNING Universities******99+
End of compulsory education
Start of compulsory education
Schools
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
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
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
• 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
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
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
Separation of Key Roles
Qualificationscreated by awarding bodies
(eg City & Guilds and Edexcel)Occupational Standards
set by employersand used to create
Qualifications(Sector Skills Councils)
TrainingQualifications are taught bycolleges and other training
providers
Quality Assurance
A B C
Employers 用人单位 Learners 学生
Training Providers (eg Colleges) 培训机构如学院
Inspectorate(eg ALI)检查机构
Funding Body(Learning & SkillsCouncil)拨款机构
Regulatory Body 管理机构(eg QCA)
Sector Skills Councils行业技能委员会
Awarding Bodies(eg City & Guilds) 颁发机构
ACCREDIT 承认
JOBS
工作
QU
AL
IFIC
AT
ION
S学
历
AUTHORISE
FUNDING 批准经费
VALIDATE 认可
FUNDS 经费
INS
PE
CT
S 检
查TRAINS 培训
DE
FIN
E 确
定Forms 组成
Sector Skills Councils行业技能委员会
Design Occupational Standards确定职业标准
Awarding Bodies颁发机构
Design Syllabus设计教学大纲
Issue Qualification授予学历
Curriculum Development 课 程 开 发Training Providers培训机构
A B C
Learner学生
Demonstration of Skills and knowledge
知识与技能体现
Select Teaching Materials 选择教材
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 recall large amounts of information and pass exams.
Educational Reform - New 14 – 19 Diplomas
• The Diploma is a new qualification that combines theoretical study with practical experience and is part of the 14-19 Reform Programme being rolled out over the next five years.
• The Diploma develops skills highly valued by employers and universities. It is part of a national programme to provide young people with more options, to encourage them to continue learning for longer.
Apprenticeship Scheme
• As employees, apprentices work alongside experienced staff to gain job-specific skills.
• Off-the-job, usually on a day release basis, apprentices receive training with a local training provider such as a college.
• Each Apprenticeship is made up of three elements; an NVQ, Technical Certificate and Key Skills.
• An apprenticeship will usually take anything from 12 to 36 months.
Higher Education - Higher National Diploma (HND)Higher National Certificate (HNC)
• An HND is a two-year, full-time higher education qualification that combines career preparation with opportunities for further study.
• It can be taken at a further education college, or a higher education college or university in UK.
• HNCs are a similar qualification, usually taken part time. • HNCs and HNDs are widely recognised by employers.
Higher Education - Foundation Degrees
• First delivered in 2001 and the only new Higher Education qualification to be introduced in England in the last 25 years
• Foundation degrees have been described as 'new, intermediate level, vocational higher education qualifications which combine academic and work-based learning through close collaboration between employers and universities.'
Level 2
Level 6
Level 7
Level 3
Level 5
Level 1
Level 4
Foundation degree
Honours degreeYr 3
Yr 2
Yr 1
A - level
CPD
Professional qualifications
Postgraduate degrees
GCSE A*-C
Advanced Apprenticeship
Apprenticeship
Young Apprenticeship
NVQ3
NVQ2
NVQ1
Advanced Diploma
Intermediate Diploma
Foundation Diploma GCSE D-G
Foundation degrees
Foundation degrees
• Designed with employers to meet their needs
• Work-based learning with higher level knowledge and understanding
• Flexibility
VET Challenges
• VET must become more responsive to industrial change:- VET systems need to be closely engaged with industry
and employers, and constantly update and modernise to track firms’ requirements
• VET assessment must focus on application & outcomes:- Assessment in VET should be designed to assure
students and employers that the student can apply acquired knowledge and skills successfully
• VET must recognise the changing nature of work:- VET must offer both the current skills for the task, and
the broader base of work-related attitudes and skills
VET Challenges
• VET must support young people and adults in the workplace:- VET needs to designed modularly to support access by
young people, adults in in work, and the wider population of working age
• VET must support lifelong learning and progression:- VET must also provide its students with the capacity for
further learning and progression, including to higher education
谢谢大家!
Thank you!
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