英语翻译Training policies and practices are,or should be,informed by these and otherunderpinning theories of learning.Training cannot be considered independently ofcontext,and diVerent national systems of VET reXect diVerent economic,social,polit

英语翻译Training policies and practices are,or should be,informed by these and otherunderpinning theories of learning.Training cannot be considered independently ofcontext,and diVerent national systems of VET reXect diVerent economic,social,polit
英语翻译
Training policies and practices are,or should be,informed by these and other
underpinning theories of learning.Training cannot be considered independently of
context,and diVerent national systems of VET reXect diVerent economic,social,
political,and cultural conditions and traditions.Various typologies of systems of
skill formation have been proposed to distinguish the diVerent families of
VET systems (Ashton et al.2000; ILO 1998; OECD 1998).These variously distinguish
the ‘schooling model’ where VET provision may be integrated within general
education or delivered through separate VET institutions,the consensual ‘dual
model’ where the emphasis is on apprenticeship,and voluntarist market led or
enterprise led models,which may be associated with high or low skills strategies.
With some simpliWcation,two key dimensions of VET systems allow an adequate
typology:the focus of skill formation (workplace or school) and the regulation of
the VET system (state or market).Within Europe,four countries illustrate the diVerences.In terms of its focus,VET is mostly industry led and centered on the
workplace in the UK and Germany,whereas training is education led and centered
on vocational training schools in Italy and France.The German dual system entails
instruction in VET schools in parallel with work-based training,but the curricula
focus on workplace needs.Whereas VET is regulated by the state in Germany and
France,in the UK and Italy arrangements are market led,with responsibility for
training largely devolved to employers (Winterton 2000).

英语翻译Training policies and practices are,or should be,informed by these and otherunderpinning theories of learning.Training cannot be considered independently ofcontext,and diVerent national systems of VET reXect diVerent economic,social,polit
培训政策和措施是,或者应该是,这些和其他的通知
基础理论的学习.训练不能将它们视为独立的
情境中,diVerent国家系统diVerent兽医reXect经济,社会,
政治、文化条件和传统.系统的各种类型
技能的形成提出了区分diVerent家庭
兽医系统(阿什顿张秀珍.2000;国际劳工组织1998;经济合作发展组织(OECD)1998).各种区分这些
“办学模式”在兽医规定可能融入一般
教育或交付通过独立的兽医机构、诺的日期
模型将重点放在哪里,voluntarist学徒主导的市场
企业领导模式,这可能与高或低的技术策略.
一些simpliWcation中需要解决的两个关键维度的兽医系统允许适当的
类型学:技能形成的焦点(工作场所或学校)条例》
兽医系统(国家或市场).在欧洲,四个国家diVerences说明.根据其焦点、兽医主要行业领导和集中在了
在英国和德国工作场所,而教育领导和培训中心
在职业培训学校在意大利和法国.德国双系统需要
在职业学校教学并联工作培训,但课程
专注于工作场所的需要.而受国家兽医在德国
法国、英国和意大利的安排是市场的领导,负责
训练在很大程度上交给雇主(Winterton 2000).