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本篇paper代写- UK's core capacity development讨论了英国的核心能力开发。20世纪80年代，英国在全社会大力推行核心能力的培养和开发，并建立起了一系列核心能力培养策略。英国的核心能力考核评估是以实践活动设计为基础的。考核评估的依据主要包括专题讨论、项目调查、行业分析等，这就有利于把核心能力的学习者和培训者引导到实践操作能力的轨道上来，有利于核心能力实践功效的充分发挥。本篇paper代写由51due代写平台整理，供大家参考阅读。

Since the 1980s, all sectors in the UK have increased research on core capabilities. Core competence has different titles and definitions in different countries. British education skills, learning and skills council, qualifications and curriculum committee jointly published "on the core skills policy and practice problems solved" think: is a series of core skills can help the individual in education, work and lifelong learning and personal development in the success of the basic skills of universality, it is not only for young people for adults also the practical application of skills. German sociologist MeiTeng, puts forward the education in Germany has repeatedly cited the definition of "key ability" : critical ability is not only those with certain professional practical skills is not directly related to the knowledge, ability and skills, it is on various occasions and duty to judge the ability of competent for unforeseen changes life career ability. Australian education reform commission chairman meyer organization established Mayer Committee in 1992 to submit research report studied the "key ability", the report pointed out that when considering young people deal with professional job in the future, education must focus on training young people and the future employment is related to a series of key ability, that is needed to successfully adapt to the future career life widespread migration ability. As the core skills in Britain and Germany, Australia, the key ability, their basic connotation is consistent, namely people in addition to career post professional ability of the basic ability, is a kind of transferable indispensable cross-industry generality with any professional ability, it is the individual adapt to economic and social development, technological progress, post transformation and entrepreneurship development must have the ability, has general applicability, mobility and sustainability, etc.

So far, the UK has adopted six core skills identified by the qualifications and curriculum committee in 1999: communieation, ap-plication 0f Number, Information Technology, Working with Others, impro-ving Own Learning and Performance and Problem Solving. It stipulates that the first three skills are "main" or "hard" core abilities, which are mandatory to be applied in national vocational qualification courses, while the latter three belong to "broader" or "soft" core abilities, which are currently under further development, so the requirements for them are relatively low and are not mandatory to be cultivated.

In the 1980s, Britain launched a series of supporting policies and measures, vigorously promoted the cultivation and development of core competence in the whole society, and established a series of effective core competence cultivation strategies.

In the core competence standard, the United Kingdom has developed a unified national core competence standard system, which consists of six core competencies, each of which is divided into five levels. Core skill levels 1-4 have a standard, level 5 has a standard.

Meanwhile, the core competence assessment in the UK is based on the design of practical activities. To evaluate on the basis of mainly includes the panel discussion, project investigation, laboratory test, the enterprise study, social investigation and project design, industry analysis, field interviews, etc., it is beneficial to the core competence of the learners and the trainers guidance to the practice operation ability to track, is advantageous to the core ability practice effect into full play.

In the 1970s, the British Further Education Unit launched the New Training Initiative, which is the germination of the new professionalism with the core competence as the main body. It makes the early policy preparation for the generation of the British core competence. In the 1980s, the British government established A new policy framework and issued A series of government white papers, including A Programme for Action and Basic skills, which constituted the new direction of British vocational education. The basic skills published by the ministry of continuing education in 1982 stipulates two principles for the description of core competence: geneficnefls and transferability, which have been guiding the regulations on core competence of British vocational education in the future. From the late 1970s to the early 1990s, a series of education innovation plans were issued in Britain, which promoted the development of core competence. The most influential of these innovations is the youth training programme, a comprehensive programme of vocational training for all young people under the age of 18 who are not in full-time education. Strengthening core competence training is an important step taken by this plan. YTS discusses the theory, implementation scope and development scale of core competence, curriculum design and result evaluation.

While focusing on the policy and regulation construction of core competence training, the British government also attaches great importance to the system supporting the development of core competence. It has not only carried out the corresponding reform of education management system, but also established a sound core competence training certification system. Since the 1980s, the UK has implemented six training and certification programs for core competencies in the natro vocational Qualifications. In 1990, the national curriculum council issued a report entitled Core Skills 16-19, stating that Core Skills would be included in the curriculum of all 16-19 year olds. In 1991, the British ministry of education introduced a new Vocational qualification, General Natinoal Vocational Qualifications. Gn-vq is an applied education which aims to bridge the gap between professional and academic certificates. In 1993, GNVQ was introduced in British vocational education. For this purpose, a core competency standard system for employment service was developed, which mainly provides learners with general skills, knowledge and understanding required by a wide range of occupations or all majors. It can be said that the establishment of GNVQ provides an important training channel for the cultivation of core competence. In 1997, the British government merged the school Curriculum and evaluation committee of the original ministry of education with the national vocational Qualification committee and established the Qualification and Curriculum Authority. It is responsible for the national promotion and development of education and training programs at all levels on behalf of the government. It is an authority on qualifications. This is more conducive to the communication between academic and professional, and provides a possibility to achieve the equivalence between vocational education and general education. The establishment of QCA and a series of management system reforms in the UK have provided institutional guarantee for the development and operation of core competence.

In 1996, the British qualification and curriculum committee established a national qualification certificate system based on the core competence development. At the same time, the British qualifications and curriculum council has brought vocational and general education into the same framework, making them reciprocal and coherent. QCA establishes the correspondence between professional qualification certificates and academic certificates, which is based on core competence.

From table 1 shows the level of core competence in Britain can and NVQ, GNVQ and regular school education level of qualification of mutual recognition, training core competence module can be included in the credit, in the school curriculum in teaching the core ability training and vocational school, apprenticeship training, certification and full-time courses, it's fully implements the core ability course of phase connectivity.

The UK implements multi-sectoral coordination and cooperation across the whole society to jointly develop core capabilities. Government agencies, legislative departments, training institutions, certificate institutions, employers and trade unions are involved in the development of core competence, and they all play different roles in the development and implementation of core competence. Qualification and curriculum committee: it is a government agency for government guidance and macro-control, mainly responsible for the national standards of core competence and the design of core competence test questions; Committee for the development of continuing education: it is a government research institution responsible for the development of core competence projects. Its main task is to conduct theoretical research on problems encountered in the process of core competence development and implementation and to promote advanced experience. Cbi is the employer representative of the core competence development project, whose main role is to raise the awareness of the importance of core competence in the business community, to make Suggestions or Suggestions to the government, and to train teachers and employees. Training institutions: industrial universities, colleges, social training centers, enterprise training centers, etc. They are mainly engaged in the development and research of core competence and the implementation of training. In addition, the British government has approved 21 certification bodies as core competencies out of about 17,000 certification bodies nationwide.

This approach mainly refers to the core competence training carried out by the 21 core competence assessment and certification bodies in the UK. The training content is mainly the first three of the core competence: communication, digital application and information technology. Citizens of any occupation, age and educational background can obtain these three certificates of core competence as long as they pass the standardized test.

In the UK, the national general vocational qualification certificate stipulates that a GNVQ unit can be divided into two categories: vocational unit and core competence unit. Occupation unit is divided into three types: compulsory occupation unit, elective occupation unit and supplementary occupation unit. The core competence units are divided into two types: compulsory core competence and elective core competence. To obtain a GNVQ certificate, students must pass a prescribed number of required and elective vocational units and three required core competence units. Table 2 is the table of the number of units required to pass the general national vocational qualification certificates at each level. It can be seen that, regardless of the category of certification bodies, in GNVQ of the same name and level, elective vocational units can be different, but compulsory vocational units and compulsory core skills are the same, which directly runs through the core competence development of the entire national vocational qualification system.

This approach is mainly in the teaching of vocational education courses in the UK, where students can learn core competence through compulsory and optional vocational units in activities, plans and scheduled work.

In the report of Core Skills 16-19 issued by the national curriculum council in 1990, it was pointed out that Core competence should be included in the curriculum learning of all students aged 16-19. That same year, the national vocational qualifications council also published a new document, Common Leaming out-come: Core Skills in ALAS Levels and NVQ. The document states that the core competencies of 16- to 19-year-olds in general education, which are increasingly involved and carried out in GCSECS and a-level qualifications, should be developed by linking them to general qualifications.

Britain is planned and step by step for the cultivation of core competence, operational, to practice, to launch the power of the whole society including the government, education institutions, research institutions and industries, such as joint development, introduced form a complete set of policy and system to ensure that the core ability in the promotion of the whole society, develop the core competence evaluation is operational and practical evaluation mechanism to promote the core ability training development effectively. Combined with the practical situation of vocational education in China, the following enlightenment can be obtained from the successful experience of core competence cultivation in Britain. First, the government should attach importance to the role of vocational education in the national education system and take its due responsibility in promoting the development of core competence. Should constantly improve the vocational education law, introduced some promote core competence training policy and rules and regulations, such as: for teenagers to core competence training plan, to set up a unified system of professional qualification certificate and the realization of the phase connectivity of general education and vocational education, realize the core ability of course credits generality, approved the establishment of core competence training appraisal certification institutions, these measures can promote the core ability training well, but the implementation of these measures is inseparable from the government policy support by the competent department of education. The government should coordinate the relationship between educational institutions and industrial enterprises, so that the two can be well coordinated into the core capacity development work; In addition, the government should strengthen publicity to make individuals realize the importance and necessity of cultivating core professional abilities, and let individuals take the initiative to participate in the training of core professional abilities to continuously improve their qualities and abilities. Second, the promotion of core competence needs the coordination and cooperation of multiple departments and the strong support from schools, enterprises, employment departments and training institutions, instead of relying only on the training provided by the assessment and certification bodies. The educational institutions carrying out core competence training should include not only specialized core competence training institutions, but also vocational colleges, some general education schools and universities. Industry enterprises should actively participate in the training of core competence. Third, improve the supporting system and integrate core competence courses through multiple channels. China is now in the initial stage of the development of core capabilities, the system is not perfect. We can draw lessons from the practice of the UK, we will establish a unified system of professional qualification certificate, according to different industry professional set up the professional qualification certificate of all types and at all levels, on this basis, to build nurturing core competence system of common adaptive ability, the system should be integrated into the basic education, general education, vocational education and other kinds of education and training, should be appropriate in these types of education set a percentage of the core competence curriculum. Fourth, further improve the core competence standard system. The success or failure of the development of core competence depends on the standard of core competence. The establishment of a relatively complete standard system of core competence is an important reason for the success of the development of core competence in Britain. But our country's core competence standard in the appraisal content, the appraisal standard and the appraisal basis and so on aspect stipulation are rough and needs to be refined, its standard system is extremely imperfect, after strengthens this aspect research and the construction appears very necessary.

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