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
Overview of UK VET System
英国职业教育与培训体系概况
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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
The Curriculum and its assessment
AGE YEAR
GROUP
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
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*
*
*
*
*
*
*
99+
N
N
R
1
2
3
4
5
6
7
8
9
10
11
12
13
KEY
ASSESSMENT
STAGE
FOUNDATION
STAGE
(Early years)
KEY STAGE
1
KEY STAGE
2
Foundation Stage Profile in YR
Throughout key stage
and at end of Y2
KS2 at end of Y6
KEY STAGE
3
KS3 at end of Y9
KEY STAGE
4
POST-16
LIFELONG
LEARNING
GCSE, VGCSE etc. at end of Y11
AS (at end of Y12), AVCE, NVQ
AS, A2 (at end of Y13), AVCE, NVQ
NVQ etc.
NATIONAL
NATIONAL QUALIFICATIONS
CURRICULUM
FRAMEWORK
Schools
AGE YEAR
KEY
GROUP STAGE
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
*
*
*
*
*
*
*
*
99+
N
N
R
1
2
3
4
5
6
7
8
9
10
11
12
13
FOUNDATION
STAGE
(Early years)
KEY STAGE
1
KEY STAGE
2
EARLY YEARS
PRIMARY
MIDDLE
SECONDARY
FURTHER & HIGHER
SETTINGS
SCHOOLS
SCHOOLS
SCHOOLS
EDUCATION
Start of compulsory education
Inf ant
Junior
Prim ary
KEY STAGE
3
KEY STAGE
4
POST-16
11-16
End of compulsory education
F.E. Colleges
11-18
LIFELONG
LEARNING
Universities
1980’s review of the UK VET system
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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
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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
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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?
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Vision
Policies
Planning
Infrastructure
Design of qualifications
Delivery
Benchmarking
Quality assurance
Components of A Vocational Education &
Training (VET) System
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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
Occupational Standards
set by employers
and used to create
Qualifications
(Sector Skills Councils)
Qualifications
created by awarding bodies
(eg City & Guilds
and Edexcel)
Quality Assurance
Training
Qualifications are taught by
colleges and other training
providers
Sector Skills Councils
行业技能委员会
Learners
学生
QUALIFICATIONS学历
Forms组成
工作
DEFINE 确 定
Employers用人单位
Awarding Bodies
(eg City & Guilds) 颁发机构
A
B
C
Inspectorate
(eg ALI)
检查机构
Training Providers (eg Colleges)
培训机构如学院
ACCREDIT承认
VALIDATE认可
INSPECTS 检查
TRAINS 培训
JOBS
Regulatory
Body 管理机构
(eg QCA)
AUTHORISE
FUNDING 批准经费
FUNDS经费
Funding Body
(Learning & Skills
Council)
拨款机构
Curriculum Development 课 程 开 发
Sector Skills Councils
行业技能委员会
Awarding Bodies
颁发机构
Design Occupational
Standards
确定职业标准
Training Providers
培训机构
Select Teaching
Materials 选择教材
A
B
C
Design Syllabus
设计教学大纲
Issue Qualification
授予学历
Learner
学生
Demonstration of
Skills and knowledge
知识与技能体现
UK National Qualifications Framework
英国全国学历体系
National Vocational Qualifications (NVQs)
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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
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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
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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)
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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
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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.'
Foundation degrees
Level 7
Level 6
CPD
Postgraduate degrees
Professional
qualifications
Honours degree
Yr 3
Foundation
degree
Level 5
Yr 2
Yr 1
Level 4
A - level
Level 3
NVQ3
Advanced Apprenticeship
Advanced Diploma
Level 2
NVQ2
Apprenticeship
Intermediate Diploma
GCSE A*-C
Level 1
NVQ1
Young Apprenticeship
Foundation Diploma
GCSE D-G
Foundation degrees
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Designed with employers to meet their needs
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Work-based learning with higher level knowledge
and understanding
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Flexibility
VET Challenges
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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
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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!