Apprenticeship in Britain

下面为大家整理一篇优秀的assignment代写范文- Apprenticeship in Britain，供大家参考学习，这篇论文讨论了英国的学徒制。英国教育部发布的《学徒制问责声明》，标志着英国学徒制治理新体系的形成，这一体系包括政策和质量保障综合服务等网络。英国对不同的学徒制网络采纳了不同的治理模式，能够较好地发挥相关者资源优势。英国学徒制政策网络主要成员包括教育部、教育与技能拨款局以及学徒制学院。

In April 2017, the ministry of education of the United Kingdom issued the apprenticeship accountability statement, marking the formation of a new system of apprenticeship governance in the United Kingdom, which includes a network of policies, demand, supply, quality assurance and other comprehensive services. The UK has adopted different governance models for different apprenticeship networks, which can give full play to the resource advantages of stakeholders. The formation of apprenticeship network and governance mode in Britain not only lays a good foundation for realizing the goal of 3 million apprentices proposed by the British government in the British apprenticeship: our 2020 vision, but also has enlightenment significance for China to further promote the pilot apprenticeship system and improve the career education and training system.

Scholars call the network different, the connotation that its express is different also. In a 1997 research report, American scholars Candace Jones, William s.heater and Stephen p.borgatti listed the names of network, including "network", "social network", "inter-organizational network", "organizational network form", "alliance capitalism", "business group", and "network organization", which can be summarized into four viewpoints.

Alter and Hage proposed in 1993 that "inter-organizational networks" are "defined, infinite or bounded groups of organizations that are non-hierarchical collectives of legally independent units." Liebeskind, Oliver, Zucker, and Brewer proposed in 1996 that "social networks" are "groups of individuals who communicate" in which "only a common code of trustworthy behavior can be supported." Miles and Snow proposed in 1986 and 1992 that "network organization" is "enterprise group or specialized unit coordinated by market mechanism". Granovetter sees the Internet as a "business community", and in 1994 and 1995 he proposed "bringing together businesses in some formal or informal ways through a moderate degree of restraint". Stephen p. Borgatti, Daniel s. Halgin proposed in 2011 that "a network is composed of a series of actors or nodes and a set of bonds connecting specific types".

Dubini and Aldrich stated in 1991 that "networks" are "stereotyped relationships between individuals, groups and organizations". Larson proposed in 1992 that "the form of network organization" is that "long-term and repeated exchanges create interdependence dependent on obligations, expectations, reputation and common interests". Gerlach and Lincoln refer to the web as "alliance capitalism," and in 1992 he argued that this "doctrine" was about "strategic, long-term, broad market relationships." Grandori and Soda therefore emphasize that the network provides connections in all aspects related to mutual communication ".

In 1990, Powell proposed that "network is a special way to organize collective action", which is based on "horizontal communication". G? Ktug Morc? L and Aaron Wachhaus proposed in 2009 that "the network is a relatively stable and complex pattern of relationships between multiple interdependent and self-organizing factors, which also constitute a self-organizing system as a whole".

Kreiner and Schultz argued in 1993 that "networks" are "informal inter-organizational collaborations". Bini, Aldrich, Kreiner, and Schultz have all described networks as "modular collaborations between individuals and organizations."

More scholars define "network" from multiple perspectives. Mette eilstrup-sangiovanni proposed in 2016 that "networks" are "structural concepts" that represent "undetermined systems that correlate entities or nodes". Here, "nodes" can be individuals, groups, organizations or countries, while "relationships/links between entities or nodes" are "channels for the exchange of material and non-material information", including funds, commodities, technologies, information, knowledge, reputation and views. Keith g. rovan and Patrick Kenis emphasized the "goal orientation" of the network and proposed in 2008 that the network is "three or more legal autonomous groups" whose members "work together to achieve not only their own goals but also the collective goals". Networks are built on common "goal-directed" rather than "contingent" factors.

Although scholars have different understandings of the connotation of the network, it can be found from the above viewpoints that the attributes of the network include four aspects: one is three or more collectives or organizations; Second, interaction, communication or cooperation; Third, the exchange of resources between organizations and the realization of public goals; Fourth, interdependence. Therefore, this paper believes that network is a relatively stable dependency relationship formed by three or more groups that realize resource exchange, their own goals and public goals through interaction, communication and cooperation.

The ministry of education's apprenticeship accountability statement, based on key elements, sets out the responsibilities and relationships of the relevant departments involved in apprenticeship implementation. This document combines the original basis of the apprenticeship system in the UK to form the apprenticeship network system in the UK, including the policy, demand, supply, governance guarantee and comprehensive service network.

The UK apprenticeship policy network comprises the department of education, education and skills grants and apprenticeship colleges. The ministry of education takes overall responsibility for apprenticeship policies, education and the skills appropriation board and apprenticeship colleges undertake specific policy design responsibilities in their areas of responsibility and make policy recommendations to relevant departments. The ministry of education implements the national apprenticeship policy through the apprenticeship institute and the education and skills allocation bureau, while the latter two are responsible for the specific implementation of the policy under the leadership of the ministry of education. The three rely on each other to jointly achieve the development goals of apprenticeship.

The department of education is responsible for child services and education work in England, including higher and continuing education policies, apprenticeships and skills. Quality improvement is the goal of the apprenticeship reform of the British government, and the ministry of education takes the overall responsibility in this aspect, which is embodied in the formulation of apprenticeship policy. The ministry of education is responsible for the formulation of policies at the macro level of apprenticeship, including the development of apprenticeship standards, inspection and approval, training quality, qualification, quality assessment, apprenticeship certification and funding policies. In terms of the development, inspection and approval of apprenticeship standards, the ministry of education is responsible for formulating general policies on apprenticeship through letters of "strategic guidance". In terms of the quality and applicability of qualifications related to the reform of apprenticeship system, responsible for "formulating government policies, including the inclusion of basic qualifications into the mandatory part of apprenticeship system" and "formulating policies on the qualification of government funding", and identifying the qualification contents supported and not supported by government funding. In terms of quality assessment, responsible for "formulating policies related to apprenticeship assessment market, including assessment of funding, market design and recruitment methods of assessment agencies" and "formulating overall assessment policies, including external quality assurance policies". In the formulation of funding policies, responsible for "overall funding policy framework and affordability, formulation and approval of all funding policies", etc.

The education and skills appropriation board is a merger of the education and skills appropriation boards and is primarily responsible for education and skills appropriation for children, adolescents and adults. As the executive agency of the government, it manages the apprenticeship funding system. It also includes "apprenticeship services", contracts and audits of training providers, and the operation of registers of apprenticeship providers and apprenticeship assessment bodies.

Despite being the executing agency, education and the skills appropriation board are also responsible for policy-making in terms of funding policy, training quality, apprenticeship certificates, etc. For example, in the implementation and development of funding policies, responsible for "formulating, publishing and maintaining funding rules and implementing these rules in a real-time system to implement the policies of the ministry of education"; In the case of apprenticeship certificates, it is responsible for "developing processes and standards for obtaining apprenticeship certificates that must be observed by apprenticeship assessment bodies". In addition to formulating policies in their areas of responsibility, education and the skills appropriation board are also responsible for making policy recommendations, such as advising the ministry of education on the types of funding for apprenticeships.

Founded in April 2017, the apprenticeship college is an important system design of the apprenticeship reform in the UK and a concrete embodiment of the demand orientation of apprenticeship. Apprenticeship colleges are public institutions set up by the ministry of education in the non-government sector. The college is headed by an employer whose primary responsibility is to ensure high quality apprenticeship standards and to advise the government on funding for apprenticeship standards.

Similar to education and the skills appropriation board, the apprenticeship institute is responsible for providing policy advice and advice on standards development, review and approval, quality of training provided, evaluation of quality, and funding policies, although it is the executing agency. For example, "apprenticeships accountability statement" regulation, institute of apprenticeship to "provided to the ministry of education about approval process or standard and plan to use any of the fundamental policy issues or appears the trend of advice", to "the funding agency and the ministry of education of education and skills to provide about developing new standards, the development of all the standard stage, the content of the standard, and replace the apprenticeship framework... ". To ensure the quality of apprenticeship training and apprenticeship institute to "put forward suitable for apprenticeship training provider register quality standard advice", to "put forward the education and skills funding agency should run apprenticeships assessment organization register the overall quality of the standard recommendation", and "suggest policy changes to the government", and so on.

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