2015商务与职业教育年度对话会议, 南京上海海外教育交流中心

Presentation on theme: "2015商务与职业教育年度对话会议, 南京上海海外教育交流中心"— Presentation transcript:

1 澳大利亚职业技术教育介绍及职业技术教育院校的角色 An introduction to vocational education in Australia and the role of TAFE
2015商务与职业教育年度对话会议, 南京上海海外教育交流中心 2015 Annual Dialogue Conference on Vocational Education and Business, Nanjing Shanghai Overseas Education Exchange Centre 大卫 . 桑德斯 先生 Mr David Saunders 苏珊 . 麦金农 女士 Ms Suzanne Mckinnon 霍姆斯格兰学院 Holmesglen Institute 2015年11月 November 2015

2 内容提要 Structure of presentation
澳大利亚职业教育发展历程 A brief history of Vocational Education and Training (VET) in Australia 职业技术教育部分 The TAFE sector 霍姆斯格兰与其在中国的国际合作 Holmesglen and international collaboration in China

3 澳大利亚职业教育发展历程 A brief history of VET in Australia

4 1860 to 1960 机械学校、矿业学校和技术与职工学院的建立 Establishment of mechanics institutes, schools of mines and technical and working men’s colleges 办学领域主要集中在男性全职员工从事的手工艺相关行业, ，行业面比较狭窄 Concentrating on males working fulltime in a fairly narrow band of trade related industries

5 1960s 传统制造业、矿业和农业的经济地位开始下降 The traditional manufacturing, mining and agricultural industries started to decline in economic significance 新兴产业如通信、金融等开始涌现 New industries, like communications and finance, were emerging 越来越多的女性开始接受教育或再教育，并走进职场 More women entered or re-entered education and the workforce.

6 1970s 1974年 关于技术与继续教育需求的坎甘报告 The Kangan Report on Needs in Technical and Further Education 定义了目前被称为TAFE系统的任务与使命 Defined the roles and the mission of what is now known as the TAFE system 培训开始更多地转向职前培训 Training began to change with more pre-vocational training 传统手工艺和技术培训增长放缓 Slower growth in the traditional trade and technical training

7 1980s 服务业继续扩张，矿业、制造业和建筑业不断萎缩 The services industries continued to expand at the expense of the mining, manufacturing and construction industries 主要为服务业提供培训服务的私立培训机构网络也开始兴起 Networks of private training providers, largely providing training to service industries, were also emerging 很多研究报告强调要以个人和行业的需求为导向发展培训体系，从而促进经济全面 繁荣 A number of reports pointed to the need for the training system to be driven by the needs of the individual and industry, so the economy as a whole could prosper

8 1990s 《戴维森报告》（《工资结构调整的培训成本》）、《费恩报告》（《年轻人接受义务教育后 教育与培训》）和《卡梅克报告》探讨了扩大培训体系问题 The Deveson (Training Costs of Award Restructuring), Finn (Young People’s Participation in Post- Compulsory Education and Training) and Carmichael reports looked at expanding training systems 年轻人培训参与率的增长和统一的全国培训体系 Increase in young people’s participation in training and a consolidated national system 澳大利亚全国各地达成共识，要开展重大改革，并作出全国一致的努力 Consensus developed across Australia that substantial reform and a unified national effort was required

9 1992 所有州、领地和澳洲政府都同意建立澳大利亚培训署 All states, territories and the Australian Government agreed to the establishment of the Australian National Training Authority 一个有行业部门战略性参与的、合作性的联邦职业教育与培训体系 A co-operative federal system of vocational education and training with strategic input by industry

10 1994 菲茨杰拉德报告》：关于国家体系的实施，包括 The Fitzgerald Report into the implementation of the national system included: 最佳实践的概念 The concept of best practice 用户选择 User choice 州和领地负责认证和标准审批 States and territories taking responsibility for accreditation and standards endorsement 更有力、更合理的行业培训咨询体制 A stronger and more coherent industry training advisory structure

11 1996 to 1999 澳大利亚学徒制的引进实施 Introduction of Australian Apprenticeships
国家培训框架的建立 Establishment of the National Training Framework 中学职业教育与培训的引进实施 Introduction of VET in schools 培训包的开发 Development of Training Packages.

12 Since 2000 2005年澳大利亚国家培训署关闭，其职责转交联邦政府相关部门 Closure of the Australian National Training Authority in 2005 with responsibility transferred to Federal Department 行业技能委员会的合并 Consolidation of Industry Skills Councils 澳大利亚资格框架于2007、2010年两次修订 Australian Qualifications Framework revised in 2007 and 2010 “技能澳大利亚”于2008年建立——后成为澳大利亚劳动力与生产力局 Skills Australia established in 2008 (later Australia Workforce and Productivity Agency) 新的国家监管机构成立——澳大利亚技能质量局 New national regulatory body established - Australia Skills Quality Authority, ASQA

13 Since 2000 2009年澳大利亚高等教育回顾 Review of Australian Higher Education (Bradley Review) 有效的高等教育体系的主要特点 Key characteristics of an effective tertiary education system: equal value given to both technical and further education and higher education recognition that, while institutions may have a primary mission in one sector, they should be able to offer qualifications in the other sector a shared and coordinated information base an integrated response to enterprises an efficient regulatory and accountability framework clearer and stronger pathways

14 Today 更强调 Greater emphasis on:
培训成效而不是所花时间 training outcomes rather than time served 竞争性拨款而不是政府直接拨款 contestable funding rather than grants 在技能短缺领域培养更多高素质的人才 more qualified people in areas of skill shortages 增加学生贷款来资助培训 increase in student loans to fund training

15 Today 在职业技术教育学院开设高等教育课程 Emergence of higher education delivered by VET institutions 顺应国际趋势及提高职业技能并发展院校形式多元化 responding to international trends in increasing skill levels and growth in diversity of institutions 针对未能满足的产业需求 unmet industry demand 根据预计的介于辅助专业人员和技术人员的中间层职业就业人数的增长 employment growth predicated in the ‘middle’ occupational layers of associate professionals and technicians 学生需求 Student demand 成本 cost

16 职业技术教育部分 The TAFE sector

17 澳大利亚教育体系 Australian education system
教育与培训由三个内在联系的部门开展 Education and training is delivered across three inter-connected sectors 职业教育与培训 Vocational Education & Training 高等教育 Higher Education 中学 School Education

18 澳大利亚教育与培训部门 Australia’s education and training sectors
中小学 Schools 9,600 大学 Universities 43 TAFE学院 TAFE Institutes 58 注册培训机构 Registered Training Organisations 4,700+ 学习机构 Learning institutions 23 million Australians 全国350万人接受教育与培训（占总人口16%） 3.5 million Australians involved in education and training (16% of population)

19 哪些机构实施职业教育培训？ Who Delivers VET?
注册培训机构 Registered Training Organizations 私立和公立中学 Private and Public Schools 公立学院 Public Colleges (TAFE) 私立学院 Private Colleges 大学 Universities 私营企业 Private Enterprises 国有企业 Public Enterprises 社区组织 Community Organizations

20 大利亚职业教育培训机构与办学规模 VET delivery in Australia
注册培训机构 学生 私立学院 中学 社区组织 企业 TAFE学院

21 国家培训框架的建立 National training framework
培训包 Training Packages 保证培训的质量、一致性以及行业相关性 Assuring the quality, consistency and industry relevance of training 澳大利亚资格框架 Australian Qualifications Framework 保证教育培训成果的质量和可转移性 Assuring the quality and portability of education and training outcomes 全国职业教育培训质量框架National VET Quality Framework 保证培训与考核的质量和一致性 Assuring the quality and consistency of training delivery and assessment

22 澳大利亚资格框架 Australian Qualifications Framework

23 培训包 Training Packages 审批 Endorsed 能力标准 Competency Standards
职业资格 Qualifications 评价指南 Assessment Guidelines 培训包描述在工作场所有效完成工作所需要的技能 和知识 A Training Package describes the skills and knowledge needed to perform effectively in the workplace. 培训包不包含如何对个体实施培训的内容 They do not prescribe how an individual should be trained. 教师和培训师开发学习策略——即“怎么教”——取决 于学习者的需要、能力和具体情境 Teachers and trainers develop learning strategies – the “how” – depending on learners needs, abilities and circumstances.

24 培训包 Training Packages

25 行业技能委员会 Industry Skills Councils
行业技能委员会是 Industry Skills Councils are: 由澳洲政府注册并拨款 recognised and funded by the Australian Government 由独立的、行业领导的董事会管理 governed by independent, industry led boards; 非盈利的担保有限公司 not-for-profit companies limited by guarantee.

26 行业技能委员会的职责 The role of Industry Skills Councils
开发 Develop 国家职业标准 National Occupational Standards 资格证书Qualifications 确定 Identify 劳动力开发需求 Workforce development needs 培训需求与重点 Training needs and priorities 协助 Assist 公司Companies 注册培训机构 RTOs 收集与分析 Collect & Analyse 战略情报以影响决策 Strategic intelligence to influence policy 促进 Promote 就业与职业发展 Jobs and careers

27 标准和监管框架 Standards and regulatory framework
Function Oversight Higher Education VET Industry & Skills Council Advisory Committee Higher Education Standards Panel (HESP) Standing Committee Standards Australian Quality Skills Authority (ASQA) Tertiary Education Quality Agency (TEQSA) Ministerial Council Regulation

28 当前的改革 Current reforms 境内合作协议 National Partnership Agreement
在各个州建立以市场为基础的系统 Market-based system in each state and territory 基于技能需求建立的权益融资模式 Entitlement funding models based on skill needs 私立培训机构的增加 Growth in private providers 公立培训减少 Decline in public provision 行业发挥更大作用 Greater role by industry 建立新标准 New provider standards

29 职业教育院校 开展高等教育 Higher Education in TAFE institutes
2009 2012 2014 Number of TAFE higher education providers 10 9 Number of TAFEs delivering higher education 16 23 Number of Qualifications (TEQSA) 68 81 128 Range Diploma Associate Degrees Bachelor Graduate Certificate Graduate Diploma Masters 2 30 35 1 27 53 8 40 63 3 5

30 区别 Differentiation 长期与行业合作的传统 Long tradition of industry partnerships
以就业与实用性强为重点 Focus on employment outcomes/work-readiness 针对技术需求 Target skill needs 结合学习的本质 Applied nature of learning 小班级规模与教学辅助 Small class sizes and student support 从中学到高等教育的快捷通道 Pathways (school to higher education) 广泛的区域性覆盖 Wide geographical footprint 学生生源的多元化 Diverse cohorts of students 大量职业教育领域学生 High numbers of VET students 应用研究的形式 Forms of applied research

31 学生生源 Student cohorts 整体特征 High representation from equity groups
大多数学生家庭社会经济背景较低 Often from low socio-economic backgrounds 多数学生是其家庭中第一个接受高等教育的人 Many are first in family to do a degree 多数为成年在职人员-根据澳大利亚教育研究委员会 2013年报告显示, 2012年, 在TAFE院校开始高等教育的学生中, 20岁以下的占总人数32%, 相比之下,在普通大学中的比率为58%. Many are mature age workers - 32% of TAFE HE commencers under 20 in 2012, compared to 58% in universities (ACER, 2013) 可能涉及到的方面: More likely to be admitted on an ‘other’ basis: 档案评估, 面试, 能力倾向测试, 及其他考核 Assessment of folio, interview, aptitude test or other scheme 开始职业教育前的学历 Prior VET qualifications 需要学术上的辅导 Require academic support to progress.

32 霍姆斯格兰护理学快捷课程 范例 Holmesglen case study – pathways in nursing
Certificate III in Aged Care, Home and Community Care or Allied Health Diploma of Nursing (enrolled nurse) Bachelor of Nursing (registered nurse)

33 霍姆斯格兰护理专业实例—学生多元化的新特征 Holmesglen case study – new cohorts of students
此专业第一批毕业生: First graduating cohort: 21 % from a low socio-economic background 23% from a Non-English speaking background 8% with a declared disability 33% aged over 25 years 75% completion rate 100% of graduates offered employment or further study

34 霍姆斯格兰护理专业实例—与该行业相结合 Holmesglen case study – industry involvement
课程发展参考团 Course development reference panel 课程建议委员会 Course advisory committee 维多利亚州仿真模拟联盟 Victorian Simulation Alliance 行业奖学金 Industry fellowships 霍姆斯格兰私立医院 Holmesglen Private Hospital

35 在职业技术院校开展高等教育的挑战 Challenges of delivering higher education in TAFE
学生的准备工作和辅助支持 Student preparation and support 状态 Status 学院能力 Institutional capability 奖学金与研究 Scholarship and research 企业关系 Industrial relations 成本与收益 Cost in relation to revenue

36 机遇 Opportunities 通过下列途径增加合作: Increasing collaboration through:
与企业在教育项目上的合作 Educational and industry partnerships 学生及员工的互访 Student and staff exchange 学术访问 Study tours 合作项目 Joint projects 建立联系网 Networks 会议 Conferences

37 霍姆斯格兰及其在中国开展的合作项目 Holmesglen and international collaboration in China

38 在中国传授澳大利亚学历课程 Delivery of Australian qualifications in China
霍姆斯格兰学院在中国几省市院校开展联合办学,并发展其它合作项目,已近20年之 久 Holmesglen has established transnational education partnerships in China and has been developing offshore programs for up to 20 years.

39 合作办学分布 Transnational partners and pathway providers
Dalian Vocational Technology College Shandong Institute of Commerce and Technology Zhejiang Business and Technology Institute Wuhan Textile University Hunan International Economics University Guangdong Technical College of Water Resources and Electrical Engineering

40 目前的合作项目 Current Holmesglen partnerships
浙江工商职业技术学院,宁波 Zhejiang Business and Technology Institute,(ZBTI) Ningbo Accounting International business (covers a variety of areas including shipping, customs, transport, banking, government and other related service industries) 武汉纺织大学 Wuhan Textile University, Wuhan International business 山东商业职业技术学校 , 济南 Shandong Institute of Commerce and Technology 湖南涉外经济学院,长沙 Hunan International Economics University Accounting 学分认证 Articulation programs Dalian Vocational Technology College Guangdong Technical College of Water Resources and Electrical Engineering Business, accounting, hospitality and building construction Upon completion of Diploma course in country, students are granted advanced standing and can complete the relevant Advanced Diploma programs/Degree Programs at Holmesglen.

41 海外开设的项目与高等教育的衔接 Offshore programs and pathways to higher education
English language 霍姆斯格 兰大专文凭 Training delivered by either partner or Holmesglen Testing conducted by Holmesglen Delivered in China Diploma One and half years in duration Co-delivered in China by partner and Holmesglen Bachelor 大专毕业后到澳继续深造 Two years in duration Delivered by Holmesglen in Australia Work or further study 毕业后可申请2年工作签证 Live and work in Australia for up to two years post-study Continue to post-graduate degrees

42 当前能力范围 Current capabilities
Academic and program support Provision of all teaching and learning resources Development of curriculum and assessments Teacher training and inductions English language training and testing Highly qualified and experienced teaching staff Student support for further studies in Australia Ongoing collaboration with regular visits by Holmesglen staff throughout the academic year High level knowledge and experience in developing successful and sustainable partnerships in China

43 未来战略方向 Future strategic direction
从国际合作办学到学分认证 Transition of transnational education partnerships to an articulation model 课程设计为学生在中方的合作院校先强化英文学习, 然后读中方大专文凭课程. Students commence the Holmesglen pathway program at the partner institute in China, undertaking English studies and the Chinese Diploma program 霍姆斯格兰学院教师提供客串讲座 Holmesglen teaching staff provide guest lecturers to students 提供强化准备/熟悉项目 Delivery of intensive preparation/familarisation program 项目毕业生到澳大利亚继续攻读霍姆斯格兰大专或本科课程时, 部分学分获减免. Successful students enter the Holmesglen Diploma or Bachelor Degree in Australia with some credit 得到霍姆斯格兰在中国的授权中介的辅助和建议. Access to Holmesglen’s Liaison Agent in China for support and advice

44 感谢您 Thank you 如需帮助,请联系学院国际部 Please feel free to contact us if you would require any further information David Saunders Executive Director, Strategy and Business Development Suzanne McKinnon Dean, Faculty of Education, Service Skills and Environment