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1.
世界各地的学徒制都必须适应不断变化的国际经济形势和社会环境,英国也不例外。立足于"调解员"的视角,分析英国最新的学徒制模式表明,这些调解员与雇主一起在地区层面工作,培养和提供当前的大部分学徒,在英国学徒制改革中发挥着重要作用。在"现代扩张主义"的背景下,通过分析不同类型调解员的概念及模型,以了解这些调解员所发挥的作用。分析认为,英国新学徒制模式面临许多挑战,特别是在如何吸引中小企业、如何更好地支持学徒的流动和发展方面。主张建立由雇主、继续教育学院和其他提供者、高等教育机构和地方政府组成的区域及本地网络,以此来维持学徒市场,并提供学员进修途径和刺激雇主对技能的需求。在适当的条件下,此类网络可能会发展为"高技能生态系统"。 相似文献
2.
Karen Vaughan 《Journal of Vocational Education & Training》2017,69(4):540-557
As a learning model, apprenticeship is well known for its capacity to develop skills and vocational identities. It is also increasingly appealing for its potential to develop soft skills and enhance dispositions. This article focuses on the nature and role of apprenticeship and employers in developing dispositions and soft skills. It draws on a two-year New Zealand study of 41 apprentices in general practice medicine, carpentry, and engineering technician work, and their workplace mentors and teachers. The study theorised that apprentices’ most significant learning is personally as well as professionally challenging, and can be understood in terms of ‘vocational thresholds’ – portals to deeper capability in the field. This article argues that crossing vocational thresholds requires ongoing development of dispositions and soft skills, critically supported by workplace mentors and teachers. The article suggests that the situated nature of apprenticeship uniquely positions it to foster dispositions and soft skills, and that these are field-specific and learnable, rather than general, abstract and fixed. 相似文献
3.
《British Educational Research Journal》2006,32(5):667-686
This article examines the impact of gender and ‘race’ on young people's perceptions of the educational and labour market opportunities available to them after they complete their compulsory schooling in England. Its findings are based on a study of the views of girls and boys about the government‐supported ‘Apprenticeships’ programme, which, because it reflects labour market conditions, is highly gendered and also segregated by ethnicity. The research shows that young people receive very little practical information and guidance about the consequences of pursuing particular occupational pathways, and are not engaged in any formal opportunities to debate gender and ethnic stereotyping as related to the labour market. This is particularly worrying for females, who populate apprenticeships in sectors with lower completion rates and levels of pay, and which create less opportunity for progression. In addition, the research reveals that young people from non‐White backgrounds are more reliant on ‘official’ sources of guidance (as opposed to friends and families) for their labour market knowledge. The article argues that, because good‐quality apprenticeships can provide a strong platform for lifelong learning and career progression, young people need much more detailed information about how to compare a work‐based pathway with full‐time education. At the same time, they also need to understand that apprenticeships (and jobs more generally) in some sectors may result in very limited opportunities for career advancement. 相似文献
4.
《British Educational Research Journal》2006,32(5):687-701
This article presents an analysis of gender identity within the context of lifelong learning. Constructed specifically around individual experiences of occupational apprenticeship in English professional football, it draws on a re‐reading of data collected in the early 1990s to depict the way in which a group of young men were socialised into their new‐found occupational culture and how their identities were shaped by the heavily gendered routines of workplace practice. Framing apprenticeship as a holistic ‘learning’ experience, the article looks at how the legitimate peripheral participation of trainees in an established community of practice facilitated their adaptation to and assimilation of various skills, procedures and institutional norms via informal learning processes. Set against the historical development of apprenticeship in England, the article uses qualitative research findings to determine the extent to which apprenticeship within professional sport might facilitate the reproduction of stereotypical gender norms and values. 相似文献
5.
Transitions from education into work, or as part of career change and development, are increasingly central to policy debate and academic inquiry. However, the role that employers play in shaping transition is often overlooked. In this paper, we examine this issue through the experiences of a graduating cohort of ‘degree apprentices’. We present original analysis of new empirical data from what we believe to be the first substantive qualitative longitudinal research conducted with those experiencing this new vocational pathway in the English Apprenticeships system. Through analysis of repeat semi-structured interviews with 22 degree apprenticeship graduates (44 interviews in total), we provide early empirical insights into experiences of this new pathway and add to existing theoretical conceptualisations of transition within the educational literature and the employer's role within it. We show that the degree apprentice to graduate transition can be broken down into three key stages: ‘getting in’, ‘getting on’ and ‘going further’, and that employers—at both strategic and relational levels—shape experiences at each stage. 相似文献
6.
英国学徒标准是对学徒工作所需知识、技能和行为的描述,它对学徒、雇主、教育培训部门等都有着非常重要的作用。英国建立了完整的学徒制治理体系,以雇主为主导开发学徒标准,直接培养满足雇主需要的高素质劳动者和技术技能人才。鉴于此,我国应借鉴英国学徒标准开发的成功经验,发挥企业作为学徒培养主体的作用,形成多方参与的合作与协调机制,建立健全学徒质量保证体系,以推进我国现代学徒制试点工作的开展。 相似文献
7.
This article uses a multi-level ecological model to explore the dynamics of localities in England and their effects on the 14+ participation, progression and transition (14+ PPT) of young people at a time when nationally and internationally there is a recognition that transitions from education to employment are both more complex and take longer. Drawing on major research programmes, national enquiries and local studies, the article further develops the concept of a ‘local learning ecologies’ (LLEs) that represent localities in the physical, economic and social senses and that function as part of a multi-level ecological framework or system. The article exemplifies this concept by using qualitative research from one local study to provide insights into an LLE that shows characteristics of a ‘low opportunity progression equilibrium’. The authors conclude by reflecting on international examples of skills ecosystems and suggest that expansive forms of local partnership and ecological governance can be used to begin to move LLEs towards ‘high opportunity progression ecosystems’. However, they argue that because of the power of macro factors and the need to support equity and sustainability, these new forms of local networking will have to be nurtured by sympathetic national action. 相似文献
8.
An apprenticeship in media production in England is at the centre of this case study exploration. The context is exemplified by the organisation of the process of production around project teams and the development of project-based working cultures. Given these developments, the working conditions and learning opportunities presented to apprentices can be characterised as de-centred and distributed. This contrasts with the characterisation of apprentices’ learning as novices who develop expertise in stable, well-bounded vocational communities. Through an analysis of young apprentices’ journeys, we argue that despite the challenges presented, the case study exemplifies the extent to which the apprenticeship is capable of innovation in project working as opposed to full employment conditions. Through its focus on media apprentices’ journeys, this paper makes visible the specific experience of learning in project working, distributed and de-centred working conditions. We conclude by referring to an ideal typical conception of the model of learning underpinning the apprenticeship which may be useful as an heuristic tool for others involved in designing and/or researching apprenticeships in project working conditions. 相似文献
9.
Apprenticeships are required for many trades and can take different forms. In Sweden, one form can be viewed as a pathway where students complete a three-year-long vocational education in upper secondary school followed by a post-secondary apprenticeship in a particular trade. Another takes the form of vocational training within the framework of upper secondary school through an apprenticeship. This study analyses how a more clearly defined apprenticeship curriculum can provide sufficient knowledge to identify and understand learning outcomes in apprenticeships. A theoretical framework of an apprenticeship curriculum is used in the analytical work. The findings show that educational goals are often overlooked during apprenticeships, and thus a deliberative education is overridden by deliberative learning that stems from and is closely connected to the individual’s own perception of what to learn. By constituting an apprenticeship curriculum, this article contributes to an enhanced understanding of how to analyse vocational learning, and thus adds important elements to the research field. 相似文献
10.
ABSTRACTThis article considers the implications of a ‘managed’ approach to skills policy in Scotland, in which Government policy and the role of national institutional frameworks can be seen to be influential, and which contrasts with the more marketised approach which has been a central aspect of policy in England. A number of themes within these national policies are discussed, and the continuing importance of balancing the skills agenda with social inclusion is noted. The ways in which these national policies and frameworks have shaped provision in a number of key areas including apprenticeship programmes, changing patterns of participation and relationships with employers are then examined. The strengths and limitations of the distinctive approaches taken in Scotland will be analysed in terms of their contribution to meeting the changing educational training needs of the workforce in the twenty-first century. This consideration of the distinctive policy led and ‘managed’ approach to the skills agenda will provide the context in which to consider the opportunities for policy learning within the UK. 相似文献
11.
金融危机爆发后,发达国家纷纷提出"制造业回归"发展战略,美国将复兴制造业视为提振经济的重要举措。为了增加制造业就业率、应对"技能短缺"问题、适应工作性质的变革,美国联邦政府将加强先进制造业人才培养列入优先事项,采取增强制造业职业的社会认同感、加强以制造业为重点的STEM教育、大力推广学徒制与行业证书制度三大策略。这些虽然在增加工作岗位、降低失业率、扩大学徒雇佣方面取得显著成效,但仍面临民众对制造业行业的偏见难以改变、雇主基于成本和效益考虑对参与劳动力发展计划的态度消极、学徒制推广受限的隐性挑战。综观美国先进制造业人才培养策略,蕴含"终身教育、全民教育、学以致用、合作共赢"四大理念。 相似文献
12.
印度学徒培训制度依据学徒类别安排不同培训,采用联合认证的考核方式,设立专门的学徒门户网站管理学徒培训相关事宜,雇主有开发行业课程的权利,充分保障学徒和企业权益,明确划分各利益相关者职责等特点,为我国现代学徒制的发展提供了有益的借鉴。但在学徒类别划分、提供信息的真实性以及雇主设计课程的有效性方面存在一些问题。以印度学徒培训制度的特点和存在问题作为参考,我国应完善学徒制相关政策法规,保证学徒培训工作有据可依;多方联合考核,保证学徒评价的合理准确;统一管理,优化学徒培训发展;完善学徒培训课程,满足多样化需求;明确职责、保障利益,提高学徒培训效果。多措并举,才能大力推动我国现代学徒制的发展。 相似文献
13.
现代学徒制是将现代学校教育与传统学徒培训相结合的合作教育制度,是现代职业教育制度的重要组成部分。本文从现代学徒制的理论价值、实践意义进行分析。通过研究与构建,构建现代学徒制背景下心理健康教育课程教育体系,针对"心理健康教育"课程改革教学,使其促进学生的个性发展、自主发展、全面发展。以本校移动应用开发专业"心理健康教育"课程改革为对象,完善新课程体系、创新课程教育方法、建立课程教学资源、制定教学实施计划、重新建立新的考核评价体系、积极探索总结和提升等几个方面融入现代学制制背景下"六双育人"模式,让学生尽早进入企业进行实践学习。 相似文献
14.
Teacher educators are challenged to enact a pedagogy that helps facilitate conceptual transitions in preservice teachers away from the naïve notions formed during their long apprenticeships of observation. This study examines one ‘educative experience purposefully embedded in meaningful pedagogical experiences’ using the three-level model of teacher learning. Findings indicate preservice teachers derived a range of learning from the educative experience, and most were found to be surfacing, confronting, and beginning to replace naïve notions of teaching, learning, and assessment. Findings also suggest several characteristics of teacher education pedagogy that disrupt the apprenticeship of observation, including the presentation of dramatically new ideas to elicit the awareness of unexamined assumptions about teaching and learning; the usefulness of affect in awakening that awareness; and opportunities to develop metacognition and process reactions through writing that surfaces prior ideas and articulates new understandings. 相似文献
15.
Xavier Rambla Yuri Kazepov Judith Jacovkis Lukas Alexander Marcelo Parreira Do Amaral 《International Journal of Lifelong Education》2020,39(1):48-60
ABSTRACT This article explores the interface between lifelong learning policies and the definition of social vulnerability of young adults in two regions located within the European Union. Girona comprises a constellation of small towns with important industry, service and hospitality sectors. Vienna is a global city where many key international operators are based and employ a large number of highly qualified professionals. The article explores to what extent the meta-governance and the ‘causal narratives’ of lifelong learning policies contribute towards shaping the prevailing images of youth vulnerability in these regions. In Girona, bureaucratic governance patterns lifelong learning policies, which strongly rely on the potential of career guidance to encourage the youth to undertake further education. Correspondingly, policy designs and professional discourses emphasise that the beneficiaries previously failed at school. In Vienna, authorities govern lifelong learning by means of both bureaucracy and complex networks of employers and non-profit organisations. The ‘causal narrative’ of the policies straightforwardly claims that all youth must have an experience with employment, whether in apprenticeships or in transitional workshops that emulate real jobs. There, policies portray beneficiaries according to their capacity to undertake and finish apprenticeships. 相似文献
16.
CORRI VAN DE STEGE 《Compare》2003,33(4):483-495
The paper provides the outcomes of two small-scale sets of interviews carried out in the Netherlands and in England on views about and interpretations of the work-based route for young people. In the light of current revival of interest in work-based learning for young people, and in particular the apprenticeship model in England, I was particularly interested in the issue of parity of esteem between the work-based route and other routes. Whereas in the Netherlands the focus for the development of Vocational Education and Training (VET) is on the full-time vocational route, which has a reasonably high status, England has opted for the apprenticeship route to be the development tool for high quality VET. The paper explores what we can learn about our own experiences in England in the light of what is happening elsewhere (Raffe, 1998; Raffe et al ., 1999). It becomes clear from the data obtained that policy development in the Netherlands aims to increase the status of work-based learning through incorporating the route into the full-time route and providing end qualifications that can be achieved through either a full-time college-based route or through a work-based learning route. The modern apprenticeship route or work-based learning route as such has not a high status, contrary to what is sometimes claimed to be the case. In England, the aim of policymakers is to create a work-based learning route, which is considered to be a high quality route, and is comparable to the general/academic route. The paper shows that there are various reasons as to why this attempt might fail. Both countries aim to provide a 'ladder' or 'column' of opportunities in VET. The research shows that very few young people in fact move up a ladder, but rather move into work-based learning or apprenticeships at certain points on the continuum, and subsequently move sideways into general or theoretical provision in order to be able to progress higher up. Target groups for work-based learning are different at the lower end from those at levels 3, 4 and 5. Very few participants in either country move from level 1 up to level 4 through participation in a work-based route, and it may therefore be appropriate to talk about the provision of a climbing framework, where young people move backwards and forwards and sideways, rather than about a ladder of opportunities. 相似文献
17.
Education providers and employers working together to prepare young people and adults for employment is internationally accepted as a key factor in effective technical and vocational education. In the English context, however, we argue that two related orthodoxies have prevailed – ‘employer engagement’ and ‘skills supply’ – in which education providers have striven to gain employer involvement in their programmes and meet their skills needs. The effectiveness of these twin orthodoxies has been limited by the ‘New Low Skills Equilibrium’ (NLSE) involving a symbiosis of weaknesses on both the education and employer sides. The article draws on findings of a two-year research and development programme in East London which explored the process of education-employer partnership working to support inclusive growth in key economic sectors. The research suggested that this aim was best supported by processes of ‘co-production’ that actively involved both partners in attempting to address features of the NLSE. The research also pointed to constraining factors. The article concludes by identifying the conditions required for the realisation of co-production approaches that include the development of new collaborative structures – High Progression and Skills Networks (HPSNs) – involving a wide range of social partners at the local and regional levels. 相似文献
18.
University Technical Colleges (UTCs) are newly established (since 2010–11) technical and vocational secondary schools in England, catering for young people aged 14–19. The schools focus strongly on delivering vocational, alongside Science, Technology, Engineering and Mathematics (STEM)-focused academic, qualifications. The colleges have been introduced as a new means of improving technical and vocational education and training—a sector which in England has faced problems of low quality and low esteem—and in a wider international context of STEM-trained worker shortages. University Technical Colleges have been advertised as offering state-of-the-art vocational learning, involving access for students to the latest equipment and technologies in key industrial sectors, alongside extensive project-based learning in partnership with employers. However, how have UTC students fared in these respects since the beginning of the coronavirus pandemic and associated lockdowns in 2020? In this paper we report on results from a survey of 252 students across two UTCs in England, exploring the technical and vocational learning experiences of these students during the exceptional 2019–20 academic year. Findings from the survey reveal lost learning and training opportunities during the pandemic, particularly where courses with practical elements relied on specific equipment and facilities that became inaccessible during lockdown. The survey also highlights disruptions to apprenticeship arrangements, work experience plans and other engagement with employers. Students in some instances have been effectively forced to stay on in education owing to reduced apprenticeship and employment opportunities for school-leavers. We find evidence of students adapting their aspirations and career goals to the new economic circumstances. 相似文献
19.
《Journal of Further & Higher Education》2012,36(1):23-31
This article explores the recent development of new spheres of public engagement within UK higher education through an analysis of the foundation degree qualification. These, according to the Higher Education Funding Council for England (HEFCE), were designed to equip students with the combination of technical skills, academic knowledge, and transferable skills increasingly being demanded by employers, and they have been identified as being at the forefront of educational agendas aimed at increasing employer engagement in the higher education (HE) sector. As such, they might be regarded as an expression of the ‘increasing privatisation’ of HE. However, this article argues that, on the contrary, they have enabled the development of new areas of public engagement relating to the design and delivery of courses as well as providing new opportunities for the pursuit of public policy goals such as widening participation. Such outcomes, it is argued, are the result of a number of factors that explain the ‘publicness’ of the qualification and that should be sustained to ensure the implementation of the 2006 Leitch Report in a manner that further develops public engagement. 相似文献
20.
Governing education through data: Scotland,England and the European education policy space 总被引：1，自引：0，他引：1
This paper draws on interview data from national policy makers in England, Scotland and the European Commission to illustrate differences in the referencing of ‘Europe’ in education policy‐making in England and Scotland in order to highlight the emergent complexity of post‐devolution policy‐making in education through a focus on relations and interactions with Europe, as expressed in the negotiation and development of performance data systems. We suggest that policy‐makers in England reference global influences, rather than Europe, while policy‐makers in Scotland reference Europe in order to project a new positioning of Scotland in closer alignment with Europe. Europeanisation in education thus produces differing policy responses from closely aligned, indeed, in the case of England and Scotland, contiguous policy spaces. Thus the paper seeks to contribute to the literature on ‘travelling’ education policy and its ‘local’ mediation and to connect the development of devolution and the changing policy space of education in Europe. 相似文献