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 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

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 by colleges and other training providers

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

13. A B C Curriculum Development 课 程 开 发 Awarding Bodies 颁发机构
Design Syllabus
设计教学大纲
Issue Qualification
授予学历
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
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 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. Professional qualifications
Foundation degrees
Level 7
CPD
Professional qualifications
Postgraduate degrees
Honours degree
Yr 3
Yr 2
Yr 1
Level 6
Foundation degree
Level 5
Level 4
Level 3
NVQ3
Advanced Apprenticeship
Advanced Diploma
A - level
Level 2
NVQ2
Apprenticeship
Intermediate Diploma
GCSE A*-C
Level 1
NVQ1
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!