产教融合视角下的英国现代学徒制:育人模式与驱动机制  

British Modern Apprenticeship from the Perspective of Industry-Education Integration:Educational Model and Driving Mechanism

作　　者：倪小敏[1] 邱雅萍 NI Xiaomin;QIU Yaping

机构地区：[1]温州大学教育学院,浙江温州325035

出　　处：《天津市教科院学报》2024年第6期63-76,共14页Journal of Tianjin Academy of Educational Science

基　　金：国家社科基金(教育学)一般课题“对接科技发展和市场需求的英国职业教育变革研究”(BOA190039)。

摘　　要：从产教融合视角来看,英国学徒制从传统学徒制向现代学徒制成功转型,形成了两种校企合作育人模式:“企业—学校—终点评估组织”合作的中、高级学徒制育人模式与“企业—高校”合作的高等、学位学徒制育人模式。随着智能化时代到来,企业对创新型技术技能人才需求的增加,接受中高级学徒制教育的人数在下降,接受高等、学位学徒制的人数明显上升。政府的政策供给、雇主的主导参与、培训提供者的需求驱动变革以及学徒的个人发展需求是英国现代学徒制育人模式的主要驱动因素,并围绕“培养满足雇主需求的学徒”这一共同目标,实现合力运转。英国的经验提示我们可以关注四方面工作:专门立法与专项经费保障、本硕层次学徒制建设、学徒培养项目化管理和学生的引导与保障。From the perspective of industry-education integration,Britain has successfully transitioned from traditional to modern apprenticeship systems,establishing two distinct school-enterprise collaboration models:the"Enterprise-School-EPAO"cooperation for intermediate and advanced apprenticeships and the"Enterprise-University"cooperation for higher and degree apprenticeships.With the increasing demand for innovative technical talents in the era of intelli-gentization,the number of individuals receiving intermediate and advanced apprenticeships is de-clining,while those participating higher and degree apprenticeships are increasing significantly.The four key internal drivers of its success are the government policy support,employer leadership and participation,demand-driven transformations among training providers,and the personal de-velopment needs of apprentices.The UK experience suggests that we can focus on four areas of work:establishing specialized legislation and funding for apprenticeships,vigorously promoting undergraduate-and master-level apprenticeships,implementing project-based management for apprenticeships,and strengthening guidance and support for student apprentices.

关 键 词：英国 现代学徒制 育人模式 

分 类 号：G719.29[文化科学—职业技术教育学]