英国中等职业教育学徒制研究

发布时间：2018-04-26 02:18

本文选题：英国 + 中等职业教育　；参考：《西南大学》2013年硕士论文

【摘要】：学徒制被认为是最古老的职业教育形态,但却拥有巨大的生命力。虽然在大工业时期,学徒制因为学校职业教育的兴盛而被边缘化,但在当代,许多西方发达国家把学徒制作为发展职业教育的重要战略选择。学徒制在英国具有悠久的历史,在不断的发展和改革中逐渐形成自身特色,成为英国技术行业培训的奠基石。上世纪九十年达以后,世界格局发生明显的变化,英国的产业结构也发生巨变。虽然英国的国家经济重心发生转移,但是职业教育技能培训却墨守陈规,没有随着劳动力市场的变化而作相应的调整,造成技能型人才不能适应劳动力市场的要求,进而导致严重的失业问题,尤其是青少年的失业率不断上升。对于刚结束义务教育的青少年来说,由于缺少劳动力市场需要的技能或者是技能不足而导致青少年较低的就业率和较高的失业率。为了改变这种现状,英国决定重建学徒制以培养青少年的技能,帮助他们获得更好的发展。论文主要对英国中等职业教育现行学徒制的改革进行研究,以期为我国中等职业教育校企合作的发展提供一定的启发。论文主要分为六大部分：第一部分,英国中等职业教育学徒制研究的缘起。对国外关于英国职业教育学徒制的相关研究以及我国学者对英国职业教育学徒制的研究进行了综述,对核心概念进行了界定,交代了论文的研究思路和运用的研究方法。第二部分,英国中等职业教育学徒制的历史嬗变。论文以学徒制形态的变化为依据将学徒制的发展历史分为形成时期、发展时期、衰落时期以及重建时期四个阶段。通过对英国学徒制历史嬗变的回顾,总结了英国学徒制在不同历史时期的基本特点、动因以及学徒制得以长远发展的原因。第三部分,英国中等职业教育学徒制改革的主要措施。从确立与职业资格证对应的技能认证体系、成立职责分明的组织管理机构、制定学徒培训的基本框架以及建立基于合同制的学徒培训实施方案等方面呈现英国中等职业教育学徒制改革的具体措施。第四部分,英国中等职业教育现行学徒制的主要特点。和传统学徒制相比,英国中等职业教育现行学徒制具有专门化的管理机构、弹性化的培训周期、双元化的培养模式以及多方位的考评机制等特点。第五部分,英国中等职业教育现行学徒制实施的成效和面临的挑战。在对实施成效进行探究的时候从学徒、雇主、政府以及其他这四个层面分析学徒制为他们带来的变化；在对学徒制面临的挑战进行探究的时候也是从学徒、雇主、政府以及其他这四个层面分析学徒制应该加以完善的地方。第六部分,英国中等职业教育现行学徒制对我国校企合作的启示。首先分析我国校企合作在管理机构、吸引力、师资以及考评机制等方面存在的问题,最后以英国中等职业教育现行学徒制发展的特色对我国校企合作的发展提出以下四点建议：第一,成立专门化的校企合作管理机构；第二,增强校企合作的吸引力；第三,建立师资互助的校企合作体系；第四,形成多方位的校企合作考评机制。
[Abstract]:Apprenticeship is regarded as the oldest form of vocational education, but it has great vitality. Although the apprenticeship is marginalized in the great industrial period because of the prosperity of school vocational education, in the contemporary era, many western developed countries make apprenticeship as a strategic choice for developing vocational education. Apprenticeship has a long history in Britain. History, gradually formed its own characteristics in the continuous development and reform, has become the cornerstone of the training of the British technology industry. After the ninety years of the last century, the world pattern has changed obviously and the industrial structure of the UK has changed greatly. Although the British national economic center of gravity has shifted, the training of vocational education skills is not consistent. As the changes in the labour market have been adjusted accordingly, skilled talents are not adapted to the requirements of the labor market, which leads to serious unemployment, especially the unemployment rate of young people. For young people who have just finished compulsory education, they lack the skills needed by the labor market or lack of skills. In order to change this situation, the UK decided to rebuild the apprenticeship in order to cultivate the skills of young people to help them develop better.
This paper mainly studies the reform of the current apprenticeship in secondary vocational education in Britain, in order to provide some inspiration for the development of school enterprise cooperation in secondary vocational education in China. The thesis is divided into six parts.
The first part is the origin of the study of the apprenticeship in secondary vocational education in Britain. A review of the related research on the Apprenticeship of Vocational Education in Britain and the study of the apprenticeship in English vocational education by Chinese scholars, the definition of the core concept, and the research methods and the application of the thesis are given.
The second part is the historical evolution of the apprenticeship in secondary vocational education in Britain. The thesis, based on the change of apprenticeship, divides the history of apprenticeship into four stages of formation, development, decline and reconstruction. By reviewing the historical evolution of the apprenticeship in Britain, the British apprenticeship system is summed up in different historical periods. The basic characteristics, motivations and reasons for the long-term development of the apprenticeship.
The third part is the main measures for the reform of the apprenticeship in secondary vocational education in Britain. It presents the Apprenticeship of secondary vocational education in Britain from the establishment of a skill certification system corresponding to the professional qualification certificate, the establishment of a clear organization and management organization, the establishment of the basic framework of the apprenticeship training and the establishment of a contract based apprenticeship training program. Concrete measures for the reform.
The fourth part is the main characteristics of the current apprenticeship in secondary vocational education in Britain. Compared with the traditional apprenticeship system, the current apprenticeship system of secondary vocational education in Britain has special management institutions, flexible training cycle, dual culture mode and multi-directional evaluation mechanism.
The fifth part, the effectiveness and challenges of the implementation of the current apprenticeship in secondary vocational education in the UK. The changes in apprenticeship are analyzed from apprenticeship, employer, government and other four levels, while exploring the challenges of apprenticeship from apprenticeship, employer, and government. And other four levels of apprenticeship should be perfected.
The sixth part is the Enlightenment of the current apprenticeship in the British secondary vocational education to the school enterprise cooperation in China. First, we analyze the problems in the management institutions, the attraction, the teachers and the appraisal mechanism of our school enterprise cooperation. Finally, the following four points are put forward to the development of the school enterprise cooperation in China with the characteristics of the current apprenticeship development of the secondary vocational education in the UK. Suggestions: first, set up specialized school enterprise cooperation management institutions; second, enhance the attraction of school enterprise cooperation; third, establish a school enterprise cooperation system for teachers' mutual assistance; and fourth, form a multi-directional school enterprise cooperation evaluation mechanism.

【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：G719.561

【参考文献】