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
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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
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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
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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
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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
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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
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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
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How does the UK System Work?
• Vision • Policies • Planning • Infrastructure • Design of qualifications • Delivery • Benchmarking • Quality assurance
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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
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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
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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
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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
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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
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UK National Qualifications Framework英 国 全 国 学 历 体 系
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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.
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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.
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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.
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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.
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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.'
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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
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Foundation degrees
• Designed with employers to meet their needs
• Work-based learning with higher level knowledge and understanding
• Flexibility
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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
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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
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谢谢大家!
Thank you!