澳大利亚20年来职教政策改革.ppt

1、VET Policy Reform in Australia,The last 20 years 澳大利亚20年来职教政策改革,The origins of VET reform职教改革起源,After the 1982-83 recession Australia enjoyed rapid employment growth and resulting skill shortages 1982-1983年后，需求猛增，导致技术工人短缺。 The recession had exposed structural weaknesses in the Australian economy (un

2、competitive manufacturing and tourism industries for example.)经济衰退暴露了澳大利亚经济的结构性弱点（例如，缺乏竞争力的制造业和旅游业） Weaknesses were also evident in the education and training system. Inflexible and not related to industry needs. 教育和培训体制中也暴露出弱点，僵硬并不适应行业需求,The origins of VET reform职教改革起源,Government saw that economic

3、reforms were not sufficient.政府发现经济改革不够 Australia also needed to improve its innovation, skills and technology. 澳大利亚还需要改革其创新、技能和技术 Education and training were seen as playing a ”vital role in productivity performance, directly conditioning the quality, depth and flexibility of our labour force skills

4、.” 教育与培训被看作是“生产力提高的主要角色，对劳动力技能的质量，发展和相关性其直接作用。”,The origins of VET reform职教改革起源,In the early to mid 1980s youth unemployment rates were high as full time jobs for the young fell Permanent, full time work began to be replaced by part-time, casual and contract work 80年代初到中期，年轻人失业率随年轻人工作机会减少而提高 Industr

5、y, during the mid-1980s, became increasingly critical of the training system for drifting away from delivering training of direct relevance to industry 80年代中期，行业对培训体制未能提供行业相关的培训提出越来越多批评 In 1990 the Deveson Report recommended national goals for training and the development of a training market 90年， 报

6、告建议，制定培训和开发培训市场的全国性目标,What the system was before reform改革前的培训体制,Before the VET reforms our system was made up of 9 state-based systems that lacked consistency改革前的职业教育由9个州的培训体制组成，缺乏连贯 It was supply-driven rather than based on expected industry needs 该培训体制是供方本位的，而非基于行业需求 Training provided within indus

7、try was not officially recognised行业自己的培训不被正式承认,Actions taken改革行动,In 1985 traineeships (1 year combined work & training) were introduced after the Kirby Report 1985年，在Kirby报告后，开始了1年期培训项目（工作结合培训） Finn Report of 1991 set target of 90% for young peoples participation in or completion of education or tra

8、ining by age 19 (Actual latest figure is 83%) 1991年的Finn报告确定90%的19岁年轻人参加或完成教育或培训的目标 In 1993 Commonwealth and States agreed to set up the Australian National Training Authority this created a national system. This was called the ANTA Agreement.1993年，联邦和州政府同意建立澳大利亚国家培训局，从而建立了国家体制。,Actions taken改革行动,Un

9、der the ANTA Agreement the Commonwealth Government provided additional $70 million per year for 5 years about a 5% increase in total VET funding per year. Commonwealth had been providing about 25% of total funding before this联邦政府据此连续5年提供每年7千万澳元额外经费，每年增加25% For this it obtained an influence in strate

10、gic planning and resource allocation并对总体规划和资源分配具有影响 In the early years of the 1990s Australia spent about $1760 per VET student per year in total 90年代上半页，澳大利亚职教年生均经费1760澳元,Actions taken改革行动,To improve VETs ability to meet industry needs governments set up a National Training Board to oversight the d

11、evelopment of national competency standards within the Australian Skills Framework (ASF)为提高职教满足行业需求能力，政府建立国家培训委员会，以管理澳大利亚技能框架中的国家能力标准开发 They also established an Australian Qualifications Framework (AQF) to match qualifications with jobs and competency standards 并建立了澳大利亚证书体系，以让证书与工作和能力相符,Where VET fi

12、ts in the AQF,Actions taken改革行动,Governments introduced competency-based training as another way to ensure training was better matched to industry skill needs and to improve the assessment process政府实施能力本位的培训，以保证培训适应行业技能需求，并改善评估鉴定程序 This meant that training could take place in either colleges or in th

13、e work place as long as the individual could demonstrate the required skills 这意味着培训可以在大学和行业进行，但接受培训者能展示其技能 Governments also introduced competitive funding for some VET provision. This means that now the government-owned TAFE Colleges deliver about 84% of all VET in Australia. The rest is delivered b

14、y private or community-based providers.政府对培训单位拨款实施竞争。即国有培训学院实施84%的培训，其他部分培训由私立或社区学校提供,Actions taken改革行动,With the support and cooperation of Australian unions governments established a National Framework for the Recognition of Training. This brought together curriculum reforms, qualification levels,

15、industry and college training and the industrial relations system政府建立国家承认的体系，包括课程改革，证书等级，行业和大学培训，行业关系等 Governments encouraged and funded industry to set up Industry Training Advisory Bodies (ITABs) at both the national and state levels政府鼓励并资助行业建立咨询委员会 These bodies advise government on competency sta

16、ndards and the future skill needs of their industry咨询委员会就能力标准和未来能力需求提出建议,Actions taken改革行动,Governments also established a National Research body (NCVER), which in turn developed national statistical standards for VET (AVETMISS), compiled national data and encouraged and managed VET research政府建立了国家研究

17、中心，该中心开发了国家职教数据标准， This statistical standard meant that state and college level performance could be compared across Australia and that a national planning system could be introduced该数据标准规定，各州和大学培训统一标准，建立国家计划体系,Future challenges未来挑战,The changing nature of work, and the timely provision of suitable s

18、kills, is one of the central issues facing the VET sector. 职教主要问题是其变化性，和提供及时恰当的技能 New technologies have changed both the nature of technical skill requirements and have also reshaped work organization, emphasising the need for so-called “soft skills” in communication, teamwork and other human interaction. 新技术改变了技能要求的性质，和工业的组织，强调交往，团队等“软技术”,Fut