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Modern apprenticeships in Britain

2018-10-27 来源: 51due教员组 类别: 更多范文

下面为大家整理一篇优秀的assignment代写范文- Modern apprenticeships in Britain,供大家参考学习,这篇论文讨论了英国的现代学徒制。英国的现代学徒制是高技能人才培养的重要途径之一,现代学徒制是为了适应产业界提出的新要求而出台的。因此,产业自主管理成为现代学徒制的一大特点,它要求雇主在其中发挥主导作用。虽然现代学徒制是根据本产业的不同需要由产业界自主开发的,但他同时得到了政府在精神上和物质上的大力支持。

Modern apprenticeship,英国的现代学徒制,assignment代写,作业代写,美国作业代写

There are many countries in the world that practice modern apprenticeship, and there are differences in the implementation, but the basic characteristics are the same. Germany, Britain, Sweden, Japan, South Korea and Australia are the countries where modern apprenticeships are relatively successful. This article introduces and studies modern apprenticeship in Britain.

Skilled talent is also known as technical talent, operational talent. Skilled personnel should be proficient in operating skills and necessary professional knowledge, and the main feature is to rely on operating skills for work. In the past history, the cultivation of skilled talents mainly relies on the academic system mode of the master and his apprentice to carry out the cultivation and skills inheritance. The biggest characteristic of the mode is "learning by doing", and the learning of knowledge, technology and operational skills in the process of doing. In order to meet the needs of modern production, countries around the world created modern apprenticeship on the basis of absorbing the advantages of traditional apprenticeship and integrating the advantages of modern school career education. This article introduces and studies modern apprenticeship in Britain.

To include modern apprenticeship in NVQ system, at the end of the training technology can obtain national professional qualification certificate, and encourage students to get a higher level of qualification certificate, make the students learning, and constantly enterprising ability of lifelong learning, "modern apprenticeship, like stepping on, in this process, the apprentice constantly trying, change and development, to endure the test of work life".

Modern apprenticeships were introduced to meet the new demands of industry. As a result, industrial self-management has become a feature of modern apprenticeship, which requires employers to play a leading role in it. Although the modern apprenticeship system is developed independently by the industry according to its different needs, it is also supported by the government both spiritually and materially. Modern apprenticeship another main purpose is to let those who were not apprenticeship of traditional industry also can carry out apprenticeship training, from this perspective, although modern apprenticeship reflect some wishes of the government, such as ways to increase the number of various industries for high quality training of youth, on the other hand also want to the opportunity to reflect on these industry representatives provided by the technical training, but most of the implementation of modern apprenticeship more smoothly industry is still the traditional apprenticeship training industry, such as engineering, automobile industry, construction and a haircut.

Although the modern apprenticeship system is developed on the basis of the training framework formulated by the industrial leadership organization and the industrial training organization, for example, ITOs is responsible for the formulation of national standards for the industry, which will take effect once approved by education and the ministry of employment, this framework can also be flexibly adjusted according to the needs of local industries. At the same time, under the industry standard, enterprises can also modify the training plan according to their own needs and characteristics. Besides NVQ training related to the industry, flexible training plan also includes common national vocational qualification units, key ability units and individual independent units, such as modern foreign language. To provide relearning opportunities to those who have obtained a NVQ3 level certificate, access to NVQ4 level certificate or higher education is also included in the training framework.

Unlike traditional apprenticeships, modern apprenticeships do not have a specific time limit for obtaining a qualification. While each apprentice is required to provide his own training plan, which specifies the learning objectives to be achieved, there is no mandatory time or mode of learning. Training programs include in-service training and off-job learning arrangements, available learning resources, and qualified trainers. The training programme is part of a formal written agreement between the employer and the apprentice, which is reviewed by the training and business council and overseen by TECs until the end of the training. In the early days of modern apprenticeships, companies did not require them to be hired. But today, both new and already modern apprenticeships must be transformed into employable ones. This is to guarantee the right and status of the apprentice in a real sense. In the longer term, companies can get reusable labor resources through short-term training investments, and students can improve employment stability after completing apprenticeship programs.

Modern apprenticeships are developed with the participation and support of many organizations. National industry leading organization, industry training organization, education and employment department, training and enterprise committee and other departments are the main organizations to implement modern apprenticeship. The role of ILB, ITOs and DFEE has been introduced, and the training and enterprise commission is a new kind of local, employer-led functional organization implementing national policies, which reflects the widely recognized concept of "social partner is the natural supervisor of career education and training". With the leadership and participation of the industry and enterprises, DFEE aims to serve the regional economy and has a strong role in providing business and services for training and enterprise action. Because the training and enterprise committee is regional and employment-oriented, it can respond to demands in different ways according to the regional labor market and economic environment, thus forming different styles of schooling, training and management. In the modern apprenticeship system, vocational and technical colleges and universities establish new cooperative relationships with government departments, industries and enterprises, and provide diversified courses and training programs to meet the needs of industries and enterprises. The main role of vocational colleges and universities is to provide career education and training in line with the labor market.

From the practice of modern apprenticeship in Britain, it can be considered that modern apprenticeship is one of the important ways to train highly skilled talents. As for how to cultivate and train highly skilled talents to meet the needs of China's transformation from a manufacturing power to a manufacturing power and a creating power, we believe that the following measures should be adopted to learn and learn from the internationally mature modern apprenticeship system and to carry out the modern apprenticeship in China's private undergraduate universities:

There are still some problems in the current professional education system in China, such as poor connection between high and medium, and lack of communication between ordinary education and professional education. In 2010, the outline of the national medium - and long-term education reform and development plan clearly put forward that "by 2020, a modern education system shall be established to adapt to the change of economic development mode and the adjustment of industrial structure, embody the concept of education for life and the coordinated development of education for medium and higher professions". Although China has mentioned the establishment of a modern career education system in a number of policy documents, so far there has not been a set of modern career education system suitable for China's national conditions. Therefore, it is an important guarantee for the training of skilled personnel to establish the national leading organization for training and training of skilled personnel, straighten out the management system of professional education, coordinate the training resources of professional education, and solve the problems of professional standards, shortage of funds, participation of industrial enterprises and employment access. Industries and enterprises actively participate in the training of skilled personnel, and establish a new system of education training for skilled personnel jointly implemented by industrial enterprises, vocational colleges and training institutions.

Vocational colleges should deepen the reform of the education teaching, school-running mode, professional Settings, teaching contents, teaching methods should be "to the service for the purpose, employment as the guidance", based on national professional standards, to encourage students to form the professional ability and good professional work habits, culture training by enterprise welcome high comprehensive quality, professional ability of skilled talents. The ultimate goal of skilled personnel training is to improve the quality of training and meet the needs of industries and enterprises. Vocational colleges should provide a variety of vocational skills training program courses to enable students to achieve the transition from school to work through education training in the school, make the novice become an expert, enable students to have good professional ethics, professional loyalty, and improve the enthusiasm of skilled personnel.

Key skills are common, transferable, and critical to the future development of workers. It includes communication, digital application, information technology, cooperation with others, self-improvement of study and performance, and problem solving. Individuals need this ability to make themselves more flexible and effective in finding or changing jobs in the labor market and to lead to job success. The new international concept of vocational ability also attaches great importance to the role of personal quality in professional activities, and emphasizes the cultivation of learning ability, aiming at laying the foundation for lifelong learning of individuals. In the modern British apprenticeship system, employers still disagree on whether key skills should be provided, or believe that key skills are already included in the qualification examination. Therefore, the training of key skills cannot be implemented, resulting in lower satisfaction of some apprentices and higher incomplete rate. Therefore, our country should reverse the concept of employers and schools and pay more attention to the cultivation of key skills.

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