Overview of UK Vocational Education & Training System 英国职业教育与培训体系概况

1. 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

2. 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

3. The Curriculum and its assessment

4. Schools

5. 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

6. 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 qualificationsframework.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

7. 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

8. How does the UK System Work? • Vision • Policies • Planning • Infrastructure • Design of qualifications • Delivery • Benchmarking • Quality assurance

9. 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

10. 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

11. 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) Quality Assurance Training Qualifications are taught bycolleges and other trainingproviders

12. A B C Pass TRAINS培训 JOBS 工作 Learners 学生 Employers用人单位 INSPECTS检查 Forms组成 QUALIFICATIONS学历 DEFINE确 定 Inspectorate (eg ALI) 检查机构 Awarding Bodies (eg City & Guilds)颁发机构 Training Providers(eg Colleges) 培训机构如学院 Sector Skills Councils 行业技能委员会 ACCREDIT承认 FUNDS经费 VALIDATE认可 Regulatory Body管理机构 (eg QCA) Funding Body (Learning & Skills Council) 拨款机构 AUTHORISE FUNDING批准经费

13. 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 Demonstration of Skills and knowledge 知识与技能体现 Issue Qualification 授予学历 Curriculum Development课 程 开 发 Sector Skills Councils 行业技能委员会 Design Occupational Standards 确定职业标准

14. UK National Qualifications Framework 英 国 全 国 学 历 体 系

15. 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.

16. 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.

17. 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.

18. 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.

19. 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.'

20. Foundation degrees Level 7 Postgraduate degrees CPD Professional qualifications Honours degree Yr 3 Yr 2 Yr 1 Level 6 Foundation degree Level 5 Level 4 A - level Advanced Apprenticeship Advanced Diploma NVQ3 Level 3 Intermediate Diploma GCSE A*-C NVQ2 Level 2 Apprenticeship NVQ1 Level 1 Young Apprenticeship Foundation Diploma GCSE D-G

21. Foundation degrees • Designed with employers to meet their needs • Work-based learning with higher level knowledge and understanding • Flexibility

22. 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

23. 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

24. 谢谢大家！ Thank you!