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!