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Richard's apprenticeship review

2019-01-10 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- Richard's apprenticeship review,供大家参考学习,这篇论文讨论了理查德学徒制评论。英国于2012年发布了《理查德学徒制评论》,就重新定义学徒制、提高学徒制质量、使学徒制更多地聚焦于雇主的需求等方面提出了改革建议,以确保未来的学徒制能满足不断变化的经济发展需要。学徒制改革将从根本上改变雇主、政府和培训提供方之间的关系,并为职业教育的进一步发展提供改革蓝图。

Richard's apprenticeship review,理查德学徒制评论,assignment代写,paper代写,北美作业代写

In 2012 the UK published the Richard review of apprenticeships, which recommended reforms to redefine apprenticeships, improve the quality of apprenticeships and focus them more on the needs of employers to ensure that future apprenticeships meet the changing needs of the economy. The British government accepted the proposal of the review, and introduced a number of reform measures on the role of apprenticeship and the implementation of apprenticeship, and launched a new apprenticeship reform. Apprenticeship reform will fundamentally change the relationship between employers, government and training providers, and provide a blueprint for further development of career education.

In 1776, Adam Smith, The father of modern economics, argued in his masterpiece The Wealth of Nations that "most of what is taught in schools and universities does not seem to be the most suitable preparation for the profession". Apprenticeship is "the most effective way to pass on professional experience and skills to the next generation through practical learning under the guidance of professional practitioners". Britain has a long history of apprenticeships, dating back to medieval guilds, and its importance has been borne out by ups and downs over the centuries. In 1994, the British government launched a new apprenticeship reform, modern apprentice system, and improve the quality of apprenticeships has taken many measures, such as expanding the higher skill levels of the supply, to strengthen the requirements of English and maths, ensure each apprentice a long enough time to study, to apply new knowledge and skills to the workplace, etc.

Apprenticeships are a good investment for participating employers and apprentices, and provide strong returns for both. Recent research suggests that apprenticeships can add about 150,000 to a person's earnings over a lifetime, compared with the average university graduate. 71% of apprentices were very satisfied with apprenticeships, and 82% felt that apprenticeships improved their career prospects overall. Seventy-two percent of employers said apprenticeships improved productivity, and 69 percent said they improved employee morale. On this basis, despite the most challenging economic environment facing the UK, the budget for apprenticeship schemes has been increasing, from 1.072 billion in 2009/10 to 1.423 billion in 2011/12. The minimum budget for 2012/13 is expected to be 1.523 billion. The number and quality of apprenticeships increased significantly. Compared with the 2009/2010 academic year, the number of new apprentices in the 2010/2011 academic year increased by 63% to 457,200. Among them, the number of new apprentices under the age of 19 increased by 13%, the number of new apprentices between the ages of 19 and 24 increased by 26%, the number of new apprentices in intermediate apprenticeships increased by 58%, and the number of new apprentices in advanced apprenticeships increased by 76%.

However, the proportion of employers participating in apprenticeship is not high in the UK. There are more than one million companies in the UK, about 130,000 of which provide apprenticeship training programs, and only about 30% of large companies provide apprenticeship training programs. Britain also has a lower proportion of workers in apprenticeships than other developed countries, with 11 per 1,000 workers, 40 in Germany and 43 in Switzerland. In 2006, the leach review put forward the goal of skills development in the UK: by 2020, the UK should reach the world-class level in skills and strive to rank in the top eight among the 34 member countries of the organization for economic cooperation and development in terms of different skills. But in 2007 the UK ranked 19th, 21st and 12th for low, intermediate and advanced skills, far below the skills development target. According to the 2010 report of the committee on employment and skills, the UK's low and intermediate skill levels remain at the lower and middle levels of OECD countries.

The purpose of the Richard's apprenticeship review is to ensure that future apprenticeships meet the changing needs of the economy, continue to provide employers and learners with the quality training and vocational qualifications they need, and maximize the benefits of government investment. Therefore, the current apprenticeship system should be reviewed and a set of principles and priorities for future apprenticeship development should be identified. In order to obtain broad recommendations on the future of apprenticeship, the Richard group published the Richard apprenticeship review - seeking evidence, seeking feedback on three issues: what are the purposes of apprenticeship services for individuals, employers, and the economy; The second is what a good apprenticeship looks like; Third, what is the role of government in apprenticeship? The consultation received 243 written responses from various stakeholders. Based on the analysis of the existing problems in the current apprenticeship system and considering the views of stakeholders, Richard's team proposed the direction of the future apprenticeship reform and analyzed the possible consequences of its implementation. On November 27, 2012, Richard's apprenticeship review published the following 10 recommendations for future apprenticeship reform in the UK.

First, apprenticeships should be redefined. Apprenticeships should only be offered to learners who are new to the job or position, and only to those jobs or positions that require extensive and ongoing training. Upgrading training and certification of workers who are competent for existing jobs, and a different type of apprenticeship training programme should be adopted for jobs or positions that do not require substantial and ongoing training. The government should introduce a new independent training programme to support youth employment, replacing some existing apprenticeship programmes related to low-skilled jobs.

Second, the focus of apprenticeship should be on the learning outcome of the apprenticeship. The core of apprenticeship is the apprenticeship standard, which should be consistent with the currently recognized vocational registration standard, and clearly stipulate the standards that a competent apprentice needs to meet, that is, what the apprentice should know and be able to do at the end of the apprenticeship. Each apprenticeship programme should have only one clear and credible apprenticeship standard, which will be the basis for new apprenticeship qualifications, replacing the existing apprenticeship framework.

Third, the government should establish competition for the best apprenticeship qualifications, and encourage employers, employers' partners and other institutions with relevant expertise to design and develop apprenticeship qualifications. The government sets out principles for judging and selecting the best apprenticeship qualifications, ensuring in principle that apprenticeship qualifications are dynamic and somewhat expansive, provide transferable skills and stimulate employers' willingness to buy.

Fourth, the apprenticeship testing and validation process should be independent and truly recognized by the industry. The test should be comprehensive, carried out mainly at the end of apprenticeship to assess whether the apprentice is competent for the job. Employers should be directly involved in the evaluation to ensure that trainees meet apprenticeship standards. The assessor shall have no interest in the outcome of the evaluation and shall be completely independent. The government, government agencies or regulatory agencies should supervise the evaluation process or institutions in a flexible way.

Fifthly, all apprentices should reach level 2 in English and mathematics before the final test of their apprenticeship, which should be set as a prerequisite for them to take the final test and obtain the qualification certificate of apprenticeship. English and mathematics in apprenticeships should be functional enough that they are not simply learned in theory, but can be used to solve problems on the job.

Sixth, encourage the diversity and innovation of apprenticeship implementation and explore new and innovative apprenticeship implementation models. There are many ways and means by which apprentices can choose to meet apprenticeship standards and new institutions should be encouraged to participate in apprenticeship training.

Seventh, the government plays an important role in promoting the implementation of high-quality apprenticeships. In order to maximize the value of apprenticeship, the government should stipulate mandatory off-job training time and minimum duration of apprenticeship, and ensure an effective and flexible approval process for training institutions to provide high-quality training related to the industry.

Eighth, the government should establish the correct apprenticeship training financial incentive system. The government should provide financial support for apprenticeships, but in order to ensure the relevance and quality of apprenticeships, the amount of financial support should be linked to the rate at which apprenticeships meet apprenticeship standards. The employer is the real training client of apprenticeship and should undertake the responsibility of purchasing the investment of apprenticeship. The price of apprenticeship training programs should have a certain degree of freedom, which can reflect the degree of recognition of the value of training by employers and the society. The government should fund apprenticeships through the national insurance or tax system, preferably through tax credits.

Ninth, learners and employers need access to high-quality information. Relevant government data should be made public, in simple language and format. Governments should ensure that information about apprenticeships and their benefits are effectively and widely disseminated through their own networks and other vocational counselling services.

Tenth, the government must actively promote the awareness of the needs of apprenticeship, and it is the responsibility of the government to promote the awareness of the needs of learners and employers. The government should make more employers aware of how to hire apprentices and why it is worth doing so. The government needs to do more to ensure that schools, teachers, parents and other groups lead young people to better understand the value and benefits of high-quality apprenticeships.

It is crucial, Richard points out, that the elements of reform are interlinked and that reform makes sense only if it is adopted as a whole. In March 2013, the UK government made a formal response to the Richard's apprenticeship review: "Richard has made a compelling case for reform to ensure that all apprenticeships respond rigorously and flexibly to the needs of employers, and we agree with his assessment and outlook. "His proposal means a big reform programme that challenges not only the government but all those involved in apprenticeships. On October 28, 2013, the government released the future apprenticeship in the UK -- implementation plan, which initiated the new apprenticeship reform.

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