Over 100 years ago recognition was given to the fact that New Zealanders needed more than the theory of academia, as provided by the University of New Zealand, they also needed the practicality of technical training and education. From this era came the revised Manual and Technical Institution Act of 1900, providing the opportunity to plant the roots of polytechnic and institute of technology vocational training in New Zealand.

　　100多年以前新西蘭人就已經(jīng)意識(shí)到與諸多大學(xué)所提供的學(xué)術(shù)理論教育相比，技術(shù)培訓(xùn)和職業(yè)教育更為重要。 

　　Technical and Vocational Education is mainly offered at institutes of technology, polytechnics, private training establishments and in the workplace. However, some programmes are also available in secondary schools, wananga government establishments, one college of education and several universities.

　　新西蘭的理工學(xué)院，技術(shù)學(xué)院，私立的培訓(xùn)機(jī)構(gòu)以及實(shí)習(xí)基地是技術(shù)和職業(yè)教育的主要提供者。此外有些課程也在中學(xué)，毛利學(xué)校，一所教育學(xué)院及幾所大學(xué)內(nèi)教授。

　　Vocational Education can be delivered through a variety of ‘delivery practices’.

　　職業(yè)教育可以通過(guò)實(shí)踐將知識(shí)和技能傳授給學(xué)生

　　ITP’s may develop their own Certificates or Diplomas and deliver these either purely “off job” through theory “classroom” delivery and “workshop” learning. Or a mixture of cadetship placement whereby an industry group agree to provide “on-job” learning and experiential activities in line with the curriculum document for specific periods of time, eg 6 month placements. These apprentices are paid which reduces the financial impact of apprenticeship training on the student.

　　行業(yè)技術(shù)學(xué)院通常采用全脫產(chǎn)和學(xué)習(xí)實(shí)踐相結(jié)合的方式把理論知識(shí)和行業(yè)技能傳授給學(xué)生，并在畢業(yè)后獲得相應(yīng)的技術(shù)學(xué)歷證書(shū)和專科文憑。或者根據(jù)具體行業(yè)的要求可以進(jìn)行在職的培訓(xùn)或一定時(shí)期的在職學(xué)習(xí)或?qū)嶒?yàn)性活動(dòng)比如6個(gè)月的培訓(xùn)課程。這樣的學(xué)徒培訓(xùn)

　　The other main option, encouraged by Government and by legislative decree is through the Industry Training Organisations of which there are over 46. Agricultural ITO, Plumbing & Gas ITO, Electrical Supply ITO, Building Construction ITO and Motor Industry ITO.

　　除了上述的學(xué)校和培訓(xùn)機(jī)構(gòu)之外，政府和各項(xiàng)法規(guī)還鼓勵(lì)學(xué)生選擇到各行業(yè)培訓(xùn)組織去接受職業(yè)教育培訓(xùn)。比如，農(nóng)業(yè)培訓(xùn)組織，管道工和煤氣工培訓(xùn)組織，電工培訓(xùn)組織，建筑行業(yè)培訓(xùn)組織和汽摩維修行業(yè)組織等。

　　These ITO’s are bodies that represent particular industry sectors. ITO’s develop and maintain national unit (skill) standards and qualifications for their sector. They also facilitate “on-job” training and courses. Workplace assessors are employed to confirm competence in the apprentices “on-job” work skills and under-pinning knowledge. The employer also has obligations to be the workplace assessor as well.

　　這些行業(yè)培訓(xùn)組織是各個(gè)行業(yè)的關(guān)鍵組成，他們發(fā)展和維持著國(guó)家級(jí)技術(shù)標(biāo)準(zhǔn)和資格，其本身也提供一系列的在職培訓(xùn)課程。 培訓(xùn)中實(shí)習(xí)車間主管有資格評(píng)定學(xué)徒的在職培訓(xùn)技能和業(yè)務(wù)知識(shí)是否合格。雇主同樣也有資格對(duì)這些培訓(xùn)作出評(píng)判。

　　How Qualifications are Maintained in New Zealand

　　Within New Zealand education formal qualifications are offered from Year 11 (age 15) in the school system and from certificate to doctorate level in the tertiary system.

　　新西蘭教育體系中正式的學(xué)歷文憑是從11年級(jí)（15歲的學(xué)生）開(kāi)始算起，高等教育提供從學(xué)歷證書(shū)到博士學(xué)位不同級(jí)別的學(xué)歷。

　　Vocational Education is mainly represented in the Certificate level i.e. National Certificate in Electrical Supply, although there is now a growing trend to offer Diploma level qualifications in recognition of the increasingly complex nature of industry trade workers. Technical competence rather than purely hand-skills is becoming an increasing part of the ‘job’ and hence industry is requesting a greater depth of technical competence in its employees. Diplomas in Engineering – Mechanical and Civil are leading the way.

　　由于對(duì)行業(yè)技術(shù)工人綜合素質(zhì)的要求逐漸提高，越來(lái)越多的學(xué)校在技術(shù)教育和培訓(xùn)領(lǐng)域也提供的專科文憑，但是目前還是以證書(shū)課程為主，比如電力供應(yīng)國(guó)家級(jí)證書(shū)。 現(xiàn)代技術(shù)工作中要求的技術(shù)已經(jīng)不再是單純的手工技能，而是更加趨向于各項(xiàng)能力的完備性和科學(xué)性。工程學(xué)專科文憑 – 機(jī)械與土木工程就是由此應(yīng)運(yùn)而生的課程。

　　The Built Environment – architectural draughting, and quantity surveying are also demanding of this higher level of understanding and learning.

　　建筑環(huán)境學(xué)中的建筑通風(fēng)，質(zhì)量監(jiān)理等學(xué)科就需要很高的學(xué)習(xí)和理解能力。

　　New Zealand Qualifications Authority (NZQA) maintains an overview of qualifications in school and tertiary education and training. NZQA has developed the New Zealand Register of Quality Assured Qualifications (the ‘Register’) established to provide a means to clearly identify all quality assured qualifications in New Zealand. The Register has ten levels and is composed of qualifications that are registered in accordance with an agreed set of title definitions. It provides a comprehensive list of all quality assured qualifications and benchmarking of New Zealand qualifications by describing what Level they are at on the Register. The Register is available on the internet at www.NZQA.govt.nz.

　　新西蘭學(xué)歷評(píng)審委員會(huì)（簡(jiǎn)稱NZQA）負(fù)責(zé)評(píng)估管理各級(jí)學(xué)校和高等教育及培訓(xùn)機(jī)構(gòu)所頒發(fā)的各種學(xué)歷證書(shū)。NZQA設(shè)立了學(xué)歷質(zhì)量認(rèn)可的注冊(cè)機(jī)制，為全新西蘭各種院校所提供的學(xué)歷提供了一個(gè)明確的質(zhì)量評(píng)審標(biāo)準(zhǔn)。一共設(shè)有10個(gè)的學(xué)歷質(zhì)量認(rèn)可等級(jí)，并對(duì)每個(gè)等級(jí)的認(rèn)證給予了明確的定義和解釋。NZQA還為所有有質(zhì)量保證的學(xué)歷文憑和教育質(zhì)量標(biāo)準(zhǔn)建立了一個(gè)完整的檔案表，詳情請(qǐng)見(jiàn)：www.NZQA.govt.nz 。

　　Quality Assurance of Tertiary Education

　　保證質(zhì)量的高等教育

　　Quality Assurance of tertiary education in New Zealand focuses on the quality of teaching outcomes recognised through qualifications as a whole, and also on the systems and processes that support quality deliveries by providers.

　　新西蘭高等教育質(zhì)量保證主要側(cè)重在整體的教學(xué)質(zhì)量和各種保障質(zhì)量教學(xué)的體系和服務(wù)。

　　Only those tertiary qualifications and providers that are quality assured by a quality approval body are eligible for Government financial assistance. Quality assurance bodies decide whether providers and qualification developers meet appropriate standards.

　　只有那些質(zhì)量有所保證并得到相關(guān)認(rèn)證的高等學(xué)歷和高等院校才有資格享受政府的財(cái)政支持。學(xué)歷的質(zhì)量達(dá)標(biāo)與否取決于院校和文憑是否符合一系列標(biāo)準(zhǔn)。

　　NZQA also accredits industry training organisations to register workplace assessors.

　　NZQA同時(shí)也授權(quán)行業(yè)培訓(xùn)組織為實(shí)習(xí)車間主管進(jìn)行登記注冊(cè)。

　　A New Zealand Quality assured qualification is according to the NZQA web-site:

　　Ø a formally recognised award for educational or training attainment, where formal recognition means that the qualification is approved by a legislatively approved body. For vocational training this body is the New Zealand Qualifications Authority.

　　根據(jù)NZQA網(wǎng)站，新西蘭學(xué)歷質(zhì)量認(rèn)可：

　　Ø 對(duì)于教育和培訓(xùn)水平的正式認(rèn)證意為其學(xué)歷文憑需經(jīng)過(guò)法定的評(píng)估組織所認(rèn)證。對(duì)于職業(yè)教育而言這個(gè)評(píng)估組織就是新西蘭學(xué)歷評(píng)審委員會(huì)

　　In general, a qualification is defined as requiring full-time equivalent study of three months or greater (40 credits). Study time is an estimate of the typical time it takes a learner to achieve the learning outcomes of the qualification. This includes direct contact time with teachers as trainers, as well as time spent in self study, assignments and assessments.

　　通常，一個(gè)完整的文憑要求全日制學(xué)習(xí)最少三個(gè)月以上，即相當(dāng)于40個(gè)學(xué)分的課程。學(xué)習(xí)的時(shí)間是一個(gè)最基本的評(píng)估標(biāo)準(zhǔn)，學(xué)生必須要花費(fèi)一定的時(shí)間才能夠真正學(xué)習(xí)和領(lǐng)會(huì)文憑課程中所教授的內(nèi)容，具體包括與老師之間的溝通互動(dòng)，自習(xí)，作業(yè)和論文等。

　　All qualifications – school and post-school qualifications must be assigned to one of the 10 levels of the New Zealand Register of Quality Assured Qualifications (New Zealand Register).

　　新西蘭所有院校提供的學(xué)歷文憑必須是在NZQA設(shè)立的10個(gè)學(xué)歷質(zhì)量認(rèn)可等級(jí)中注冊(cè)的。

　　Classification Criteria

　　級(jí)別標(biāo)準(zhǔn)

　　The Register criteria set minimum credit and level requirements for each type of qualification. It is possible for a qualification to include credit achieved at levels above and below the level of which the qualification is awarded.

　　在學(xué)歷評(píng)估注冊(cè)標(biāo)準(zhǔn)中規(guī)定了每種學(xué)歷中學(xué)分和級(jí)別的最低要求。

　　Level 1 to 4 Certificate level

　　Level 5 to 6 Diploma – Graduate Certificate

　　Level 7 Degrees – Bachelor

　　Level 8 Postgraduate Diplomas, Bachelor (Hons)

　　Level 9 Masters Degrees

　　Level 10 Doctorate Degree.

　　1級(jí)到4級(jí) 為證書(shū)級(jí)別

　　5級(jí)到6級(jí) 為專科文憑 – 高級(jí)證書(shū)級(jí)別

　　7級(jí) 為學(xué)士學(xué)位級(jí)別

　　8級(jí) 為研究生文憑 或者 榮譽(yù)學(xué)士 級(jí)別

　　9級(jí) 為碩士學(xué)位級(jí)別

　　10級(jí) 為博士學(xué)位級(jí)別

　　Vocational Education in New Zealand involves Certificates and diplomas

　　Pre-Trade Training Level 1 to 2

　　Certificates Level 3 and Level 4

　　Diplomas Level 5 and Level 6

　　職業(yè)教育在新西蘭一般提供證書(shū)和專科文憑兩種課程，

　　崗前培訓(xùn) （就業(yè)前培訓(xùn)） 1級(jí)到2級(jí)

　　證書(shū)文憑 3級(jí)到4級(jí)

　　專科文憑 5級(jí)到6級(jí)

　　Vocational Education in New Zealand refers to:

　　新西蘭職業(yè)教育涉及面

　　The New Zealand Standard of Classification of Occupations 1999 refers to a Major Group – Trades Workers.

　　新西蘭職業(yè)分類法案（1999）設(shè)計(jì)了一個(gè)主要的群體-- 產(chǎn)業(yè)技術(shù)工人。

　　This major group classifies those occupations in which the main tasks include the construction and finishing of buildings, the repairing and servicing of electrical, electronic and mechanical machinery, the making or precision instruments, painting and other trades work.

　　這個(gè)群體包括那些服務(wù)于建筑，電器維修和保養(yǎng)，電子機(jī)械設(shè)備，精密儀器制造，噴漆等等技術(shù)產(chǎn)業(yè)的工人。

　　Each major group contains sub-groups:

　　每個(gè)組群里面還有細(xì)分：

　　e.g.

　　Building Trades workers includes:

　　· Building frame and related trades workers

　　· Bricklayers

　　· Stone masons

　　· Carpenter and/or joiner

　　· Builder (including contractor)

　　· Boat Builder

　　比如：

　　建筑行業(yè)的工人具體包括：

　　Ÿ 房屋外型建造和相關(guān)行業(yè)工人

　　Ÿ 磚瓦工

　　Ÿ 石匠

　　Ÿ 木匠和精細(xì)木工

　　Ÿ 建筑商（包括承包商）

　　Ÿ 造船工人

　　Related to this group is the Building Finishers and related trades workers:

　　· Plasterers

　　· Glazier

　　· Plumber

　　· Gas Fitter

　　· Painter, Decorator and/or Paperhanger

　　· Spray painter

　　· Sign writer.

　　與此行業(yè)群體相關(guān)的是建筑整修工和其他：

　　· 泥水匠（石膏師）

　　· 玻璃工人

　　· 煤氣工

　　· 油漆工，裝修工和裱糊工人

　　· 噴漆工

　　·

　　A further sub-group is Electrician:

　　· Electricians

　　· Transport Electrician

　　· Appliance Electrician.

　　更加細(xì)分出的群體是電工：

　　· 電工

　　· 交運(yùn)電工

　　· 電器電工

　　The second Major Group under Trades is Metal and Machinery Trades workers:

　　· Metal Mould Maker

　　· Coach Builder

　　· Sheet Metal Worker

　　· Boiler Maker

　　· Fitter & Welder

　　· Panel Beater.

　　工程技術(shù)下分的第二個(gè)主要群體是金屬和機(jī)械工種的工人：

　　· 金屬模具制造工人

　　· 建筑指導(dǎo)

　　· 金屬片制造工

　　· 鍋爐制造工

　　· 焊工

　　· 板金工

　　A further sub-group relates to Blacksmith and Toolmakers:

　　· Blacksmith

　　· Pattern Maker

　　· Tool and/or Die Maker

　　· Fitter and Turner

　　· Saw Doctor

　　· Machinery Mechanic

　　· Motor Mechanic

　　· Aircraft Engine Mechanic

　　· Heating Ventilation and Refrigeration Mechanic

　　· Small Engine Mechanic

　　· Mechanical Products Inspector and Tester.

　　與鐵匠和模具制造工人密切相關(guān)的組群是：

　　· 鐵匠

　　· 模具工

　　· 金屬印模制造工

　　· FITTER AND TURNER

　　· 磨鋸工

　　· 機(jī)工

　　· 摩托技師

　　· 飛行器工程技師

　　· 熱通風(fēng)及制冷技師

　　· 小型發(fā)動(dòng)機(jī)機(jī)師

　　· 機(jī)械產(chǎn)品檢測(cè)人員

　　Another sub-group relates to Electrical and Electronic Instrument Mechanics and Fitters:

　　· Electrical Fitter

　　· Fire Alarm Technician

　　· Electronics Service

　　· Avionics Mechanic

　　· Radio and Television Repairer.

　　另外一個(gè)與電子電氣機(jī)械設(shè)備安裝維修和調(diào)試工作相關(guān)的工種群體是：

　　· 電氣。。。

　　· 失火報(bào)警器技工

　　· 電器維修

　　· 航空電子設(shè)備技師

　　· 電臺(tái)電視維修師

　　Sub-group Precision Instrument Makers and Related Workers:

　　· Industrial Precision Instrument Maker and Repairer

　　精密儀器制造的相關(guān)工種：

　　· 工業(yè)精密一起制造和維修

　　The Waikato Institute of Technology (Wintec) under its School of Trades, Construction and Engineering offers a wide range of the above training, as well as horticulture, agriculture, floristry, hospitality and catering, health and beauty and hairdressing.

　　Wintec下設(shè)的技術(shù)學(xué)院提供幾乎全部上述課程，另外還有園藝，農(nóng)業(yè)，花卉，酒店管理與服務(wù)，健康和美容美發(fā)等其他專業(yè)學(xué)科。

　　The main pedagogical method of Vocational Education in New Zealand is Competency-Based Education and Training.

　　新西蘭職業(yè)教育的教學(xué)方法主要以注重培養(yǎng)學(xué)生工作能力為宗旨

　　Competency based training was made popular (Kirka 1998) in the US in the 70s through the performance based vocational teacher education involvement. The National Vocational Qualification NVQs system in England and Wales (1986) and the New Zealand National Qualifications Framework are examples of nationwide adoption of competency based standards. In New Zealand the adoption of competency based standards as a means of assessment were advanced by a strong political impetus. This competency assessment approach is believed to be the way to prepare a workforce to participate successfully in a competitive global economy.

　　上個(gè)世紀(jì)70年代，美國(guó)的職業(yè)教育就強(qiáng)調(diào)以實(shí)踐技能為教育基礎(chǔ)，要求從事職業(yè)培訓(xùn)教育的老師通過(guò)自己的言傳身教將實(shí)際工作技能傳授給學(xué)生。 在英格蘭和威爾士（1986）以及新西蘭也采用國(guó)家職業(yè)教育學(xué)歷評(píng)估體系為能力培養(yǎng)為基礎(chǔ)的職業(yè)教育設(shè)立了國(guó)家級(jí)的審核標(biāo)準(zhǔn)。 在新西蘭強(qiáng)大的政治推動(dòng)力推進(jìn)了這一標(biāo)準(zhǔn)的發(fā)展。注重能力培養(yǎng)，并以此為審核評(píng)估職業(yè)教育質(zhì)量的方式被認(rèn)為是培養(yǎng)能成功適應(yīng)全球經(jīng)濟(jì)競(jìng)爭(zhēng)的勞動(dòng)力大軍的可行之路。

　　Competency Based Education Training is seen as a way to improve the relationship between education/training and workplace requirements. It is individualised emphasises outcomes (i.e. what individuals can and can’t do) and allows flexible pathways for achieving the outcomes. It is designed to make it as clear as possible what is required to be achieved and what standard is to be used to measure achievement i.e. competence. The student is assessed as competent or not yet competent rather than the behaviouralistic method of achievement of pass or fail. Chappell (1996) champions this method as he sees it as overcoming the divide between hands and minds, between theory and practice, and vocational and general education.

　　側(cè)重技能培訓(xùn)的技術(shù)教育也可以很好的提升職業(yè)教育和勞動(dòng)力市場(chǎng)需求之間的關(guān)系。靈活實(shí)用的學(xué)習(xí)方式和途徑讓教育產(chǎn)生的成果更加個(gè)性化，這樣的方式讓勞動(dòng)力市場(chǎng)的就業(yè)需求更加明確，即注重工作中的實(shí)際操作能力。評(píng)估學(xué)生的學(xué)習(xí)情況主要看能否勝任實(shí)際工作，而不是單單采用考試能否通過(guò)這樣的標(biāo)準(zhǔn)。 Chappell(1996) 非常擁護(hù)這樣的教學(xué)和評(píng)估方式，因?yàn)檫@樣的方式克服了腦力勞動(dòng)和體力勞工完全分離的弊端，改善了教育中理論和實(shí)踐脫節(jié)的問(wèn)題，消除了職業(yè)教育低于一般教育的理解誤區(qū)。

　　Does a Competency Based Education Training for Vocational Education give Employers what they want?

　　注重能力培養(yǎng)的職業(yè)教育和培訓(xùn)能夠真正及雇主之所需嗎？

　　In order for Competency Based standards to meet the curriculum requirements of industry depends on the credibility the standards have for industry. Thus it is imperative for their acceptability that they do represent the industry requirements. In New Zealand the answer to this has been the establishment of Industry Training Organisations ITOs who are in fact the standards-setting bodies and should be employer led.

　　基于行業(yè)標(biāo)準(zhǔn)的可靠性，能力為基礎(chǔ)的職業(yè)教育培養(yǎng)的評(píng)估標(biāo)準(zhǔn)才能達(dá)到行業(yè)對(duì)于勞動(dòng)力的要求，因?yàn)楫a(chǎn)業(yè)對(duì)于勞工力的可接受性很關(guān)鍵，因?yàn)樗麄凅w現(xiàn)了行業(yè)對(duì)工人的需求標(biāo)準(zhǔn)。新西蘭的行業(yè)培訓(xùn)組織（ITOs）就此設(shè)立了一系列被行業(yè)廣泛承認(rèn)和應(yīng)用的勞動(dòng)力接受（適用性）標(biāo)準(zhǔn)。

　　Competency Based Education Training whilst adopted in New Zealand and fast becoming the accepted method for assessment has both its proponents and its opponents. Proponents claim that Competency Based Education Training allows for a learning society where education is an empowering tool for economic independence. Opponents (Ecclestone 1997) claim that knowledge is too narrowly defined in terms of employer needs, and rather than being a framework, the competency steps are merely a prescription through which educational funding is channelled, by which tutors are benchmarked and assessed, and it ultimately decides how workers progression and pay are determined. (Hodkinson and Issit 1995; MulCathy 1996).

　　當(dāng)然對(duì)于這樣以注重能力和技能培養(yǎng)為本的教學(xué)評(píng)估方式也是有人支持有人反對(duì)。有些人認(rèn)為能力為本的職業(yè)教育可以讓教育變成推動(dòng)經(jīng)濟(jì)獨(dú)立與發(fā)展的有效工具。反對(duì)的人（Ecclestone, 1997）則認(rèn)為這樣以來(lái)知識(shí)就從某種意義上講狹隘的變成了只為滿足雇主要求而產(chǎn)生的東西，而不是一個(gè)宏觀上的概念。所謂能力培養(yǎng)也不過(guò)是教育基金通過(guò)

　　However, for the New Zealand situation Competency Based Education Training clearly assists vocational education in that it allows for a mixture of “on-job” training coupled with practical standard based assessment and “off-job” theoretical education undertaken to reinforce or explain the required theoretical knowledge necessary for students/apprentices, through which they can engage in an increasingly and technological, global workplace.

　　然而就目前新西蘭的現(xiàn)狀來(lái)看，能力為本的教育和培養(yǎng)方針很明確的指導(dǎo)著職業(yè)教育和培訓(xùn) ，它采用有實(shí)踐標(biāo)準(zhǔn)為評(píng)估基礎(chǔ)的在職培訓(xùn)和理論與實(shí)踐相結(jié)合的脫產(chǎn)學(xué)習(xí)兩種方式的結(jié)合來(lái)培養(yǎng)適應(yīng)服務(wù)于現(xiàn)代化，全球化的技術(shù)行業(yè)的勞動(dòng)者。

　　Workplace Learning and Vocational Education

　　車間實(shí)習(xí)和職業(yè)教育

　　“On-job” components of Vocational Education.

　　職業(yè)教育的在職培訓(xùn)部分

　　Research on how people learn in the workplace demonstrates that what is taking place is constructivist or situated learning. In reality through cognitive apprenticeship. (Karker 1998) Studies of apprentices in several trades showed that what helped students learn the most especially with ill-defined, complex or risky situations was having someone model how to understand and deal with the situations.

　　通過(guò)在幾個(gè)工程技術(shù)領(lǐng)域里對(duì)學(xué)徒的研究表明實(shí)習(xí)可以幫助他們?cè)诨靵y，復(fù)雜甚至有些危險(xiǎn)因素的環(huán)境中完善知識(shí)和技能，并提升他們理解和處理各種問(wèn)題的能力。

　　Hart-Landresberg Brainger and Reder (1992) studied how hospital workers “l(fā)earn the ropes”. It showed that learning was concurrent with the doing. With students reflecting on their actions – the doing – in order to interpret and construct the knowledge that they require.

　　Hart-Landresberg Brainger and Reder (1992) 致力于研究醫(yī)務(wù)工作者如何學(xué)習(xí)捆綁。研究顯示學(xué)與做應(yīng)當(dāng)是并行的，實(shí)際操作可以更好的幫助學(xué)習(xí)者完善和矯正自己的理論知識(shí)。

　　The philosophy of “on-job” training according to Billet (1994b) concludes that in the informal learning setting of the workplace, effective learning comes from learners’ engagement in authentic activities guided by experts – A master plumber, or a master builder, or an A grade mechanic – and interacting with other learners. So although construction of understanding is unique to each individual it is heavily influenced by the workplace culture of practice. For example in a plumbing setting the individual apprentice will learn “hand skills” but these are heavily influenced by the particular workplace culture. If the workplace places emphasis on risk mitigation – occupation Health and Safety – cleanliness and tidiness – Public Health and ensuring the technical specifications as determined by the manufacture carefully interpreted, then those values will be incorporated into the students learning.

　　根據(jù)Billet (1994b)的結(jié)論，在職培訓(xùn)是一種非正式的學(xué)習(xí)過(guò)程，有效的學(xué)習(xí)是在專業(yè)人員的技術(shù)指導(dǎo)之下進(jìn)行實(shí)踐操作，并與其他學(xué)習(xí)者進(jìn)行交流和互動(dòng)。因此對(duì)每一個(gè)學(xué)習(xí)者對(duì)知識(shí)和工作的理解是深受整個(gè)實(shí)習(xí)操作車間的文化氛圍影響的。例如，在管道鋪設(shè)車間，每一個(gè)學(xué)徒都將學(xué)習(xí)一些“手工技術(shù)”，如果整個(gè)實(shí)習(xí)車間比較注重工作中危險(xiǎn)因素的防范 – 職業(yè)健康和安全 – 工作環(huán)境的清潔整齊 – 公共健康以及仔細(xì)閱讀產(chǎn)品說(shuō)明書(shū)并在工作過(guò)程中嚴(yán)格達(dá)到技術(shù)要求，那么這些有價(jià)值的理念就會(huì)被灌輸?shù)綄W(xué)徒將來(lái)的工作中。

　　New Zealand trainers have found that “On-job” apprentices value direct instruction especially for information that they were unlikely to learn without it being made explicit. However, the quality of instruction is important to them. They want it to help them understand why things have to be done and they want it to be at their level, not “talking down to them” (Billet 1994b).

　　新西蘭的培訓(xùn)人員發(fā)現(xiàn)“在職”學(xué)徒重視那些工作須知和說(shuō)明，尤其是那些不可能學(xué)到或者被明確教授過(guò)的信息。因此培訓(xùn)人員就需要幫助受訓(xùn)者理解這些內(nèi)容，并重視這樣的信息。

　　“On-job” training has the advantage of ensuring that activity ( repeated actions is a key factor in the apprentices’ knowledge construction) and participation in everyday work activities “forces” learners to access higher order procedural and propositional knowledge. By ensuring actions are repeated in real workplaces it ensures that this experience adds to the apprentices’ index of knowledge, and active encouragement in active problem solving reinforces learning. In this type of learning – constructivist or situated learning, reinforcement is the internal satisfaction that comes from understanding new activities i.e. the apprentice is able to adapt existing knowledge structures to the new task and build on that knowledge to shape a greater more complex understanding.

　　在職培訓(xùn)也有很多優(yōu)勢(shì)，受訓(xùn)工人重復(fù)一些操作對(duì)他們自身的知識(shí)構(gòu)成幫助很大，而且在每天工作過(guò)程中感受工作的壓力和強(qiáng)度有助于他們達(dá)到更高的工作水平。而且重復(fù)工作可以讓受訓(xùn)工人把所學(xué)知識(shí)歸納成系統(tǒng)并加強(qiáng)處理問(wèn)題的能力，從而進(jìn)一步強(qiáng)化知識(shí)的掌握。在這樣系統(tǒng)化的學(xué)習(xí)過(guò)程中學(xué)徒們可以持續(xù)學(xué)習(xí)實(shí)踐并加強(qiáng)自己的能力，很多學(xué)徒就可以把現(xiàn)存知識(shí)運(yùn)用到新的工作中，并進(jìn)而理解和完善所學(xué)的知識(shí)。

　　To summarise the “on-job” workplace component of apprenticeship training it can be seen that it has a number of strengths as a learning environment (Billet 1996):

　　1. Authentic – real, goal-directed activities. Apprentices feel they are doing something;

　　2. Access to guidance. Two fold – both close assistance from experts and “distant” observing and listening to the other workers in the workplace and the way the physical environment is set out;

　　3. Everyday problem solving which adds to the apprentices index of knowledge; and

　　4. Intrinsic reinforcement.

　　總結(jié)學(xué)徒在職培訓(xùn)這種方式可以有以下幾方面的優(yōu)點(diǎn)：

　　1． 真正目標(biāo)明確的活動(dòng)。學(xué)徒能夠身臨其境的進(jìn)行實(shí)踐操作。

　　2． 可以在實(shí)踐中接受行業(yè)專門培訓(xùn)人員的指導(dǎo)

　　3． 每一天都可以學(xué)習(xí)解決工作中出現(xiàn)的問(wèn)題

　　4． 內(nèi)在加強(qiáng)

　　Billet (1996) acknowledges that there are also limitations to workplace settings.

　　1. Apprentices may construct inappropriate knowledge, especially if the “expert” does not engage appropriately with the apprentice or teaches inaccurate methods or “out of date” practices, especially in relation to legislative requirements.

　　2. Covert inappropriate knowledge may also be constructed and interspersed with appropriate learning (e.g. racist or sexist attitudes, unsafe workplaces).

　　3. Lack of sufficient or more challenging authentic activities i.e. an employer may be very specialised and only allow the apprentice experience in a narrow range of the required activities for a qualification . a plumber may not lay very many drains but only install hat water cylinders.

　　4. Reluctance of experts to participate or restrictions on their assistance – these are often related to employees’ sheer lack of sufficient time to spend with apprentices and economic pressures to push apprentices to carry out work that they may have not had sufficient experience in to really construct their knowledge base.

　　同時(shí)這樣的方式也有幾方面的問(wèn)題：

　　1． 學(xué)徒可能接受了一些不是很正確的知識(shí)，尤其當(dāng)“專家”的指點(diǎn)不得當(dāng)，或者老師們的過(guò)時(shí)落伍的工作及教學(xué)方式，尤其是一些與法律條文或要求相關(guān)的知識(shí)點(diǎn)上。

　　2． 由于種族主義，性別歧視，不安全的工作環(huán)境等因素引起的知識(shí)上的誤導(dǎo)。

　　3． 缺乏有效或者更富挑戰(zhàn)性的活動(dòng)，比如雇主可能只強(qiáng)調(diào)學(xué)徒具有單一能力，管道工可能只被要求安裝熱水管而沒(méi)有被要求鋪設(shè)所有下水管道

　　4． 由于時(shí)間因素，或者經(jīng)濟(jì)壓力等原因，學(xué)徒在有限的學(xué)習(xí)時(shí)間里沒(méi)有得到充足的實(shí)踐訓(xùn)練和知識(shí)結(jié)構(gòu)的培養(yǎng)。

　　“Off-job” Training

　　脫產(chǎn)培訓(xùn)

　　“Off-job” training is completed in an accredited learning institution. This is a mix of classroom theory based learning and workshop practical learning to consolidate the “on-job” learning, to correct any inappropriate learning and to ensure all experiential activities are covered off by the apprentice.

　　“Off-job” training aims for apprentices to cover off “required underpinning theoretical knowledge”. This is usually done in a classroom with a tutorial/lecturing teaching practice, the most effective being when the class is less than 20.

　　This theory is followed up with practical classes featuring demonstrations and experiential activity in a “work shop” situation. The aim is for apprentices to organise information and relate it to their existing knowledge. Either adding to it or correcting their body of knowledge.

　　脫產(chǎn)培訓(xùn)是指在學(xué)的過(guò)程中完善技能的學(xué)習(xí)方式，它是課堂理論知識(shí)學(xué)習(xí)和車間實(shí)習(xí)相結(jié)合，同時(shí)她也很好的鞏固了在職學(xué)習(xí)和培訓(xùn)的內(nèi)容。

　　脫產(chǎn)培訓(xùn)旨在幫助學(xué)徒們?cè)趯?shí)際操作中更好的理解和運(yùn)用所學(xué)的知識(shí)，這樣的高效率輔導(dǎo)課和培訓(xùn)一般不超過(guò)20節(jié)，但是內(nèi)容緊湊充實(shí)。

　　理論教育也被貫穿于實(shí)踐之中，學(xué)生們會(huì)在實(shí)習(xí)車間和工作基地將理論運(yùn)用于實(shí)際工作，這讓作為學(xué)徒的受訓(xùn)者能夠?qū)⒗碚撆c實(shí)踐很好的結(jié)合起來(lái)，更好的在時(shí)間中不斷總結(jié)創(chuàng)新。

　　Barriers to learning on “off job”

　　脫產(chǎn)培訓(xùn)面臨的挑戰(zhàn)

　　Barriers on block courses relate to time constraints, administrative procedures, community pressures (accountability demands, standardized testing) (Parrell 1996).

　　However, the biggest block for effective use of time and tutorial expertise is the lack of preparation by apprentices for the block course.

　　Apprentices when they sign their apprenticeship contract, sign up to being responsible for learning and undertaking the study required to be done in their own time.

　　Or they may have needed to have had a wider experience than their employer had been able to give them i.e. A Block course may be covering five specific learning activities – of the 20 apprentice only 5 may have already experienced all those five activities, the other 15 a mixture of them. Also, only about 10 of the 20 may have completed the Distance Learning Material required of them. Hence the tutor of the block course has to take 2 or 3 of the 10 days allocated to bring all students up to the required standard before they can start on the learning activities required for the “block course”.

　　These barriers to effective learning can be mitigated by employers ensuring their apprentice has completed the Distance Learning Material and only signing it off after checking appropriate knowledge.

　　Another way around the barrier of insufficient skill experience is by viewing the apprenticeship required skills and learning activities holistically by the industry rather than just the employer. Hence the apprentice may be placed in three or four workplaces throughout their apprenticeship training to ensure appropriate exposure and knowledge acquisition is obtained over the whole range of required knowledge.

　　Apprentices can then build up their “signed off” portfolio of applied work through a variety of workplace situations.

　　短期課程的開(kāi)設(shè)涉及到時(shí)間約束，行政管理程序，社區(qū)需求的壓力等（例如：會(huì)計(jì)人員的需求，工作水平基本標(biāo)準(zhǔn)的測(cè)試）（Parrell, 1996）

　　然而，不能更有效的安排時(shí)間和指導(dǎo)專家的障礙是學(xué)徒缺乏對(duì)短期課程的學(xué)習(xí)準(zhǔn)備工作。

　　當(dāng)學(xué)徒們簽署了確定他們的學(xué)徒身份的合同書(shū)，他們?cè)诤贤瑫?shū)中同意他們將有責(zé)任去學(xué)習(xí)各種工作經(jīng)驗(yàn)， 并且同意用他們的業(yè)余時(shí)間來(lái)學(xué)習(xí)雇主所要求的知識(shí)。.

　　或者他們也許需要掌握比雇主教授他們的更多的工作經(jīng)驗(yàn)等等。一個(gè)短期課程也許包含了5個(gè)特殊的學(xué)習(xí)內(nèi)容---20 名學(xué)徒中也許只有5名學(xué)徒已經(jīng)體驗(yàn)過(guò)這種工作經(jīng)驗(yàn)，而其他15名學(xué)徒只體驗(yàn)了其中的部分。又或者，他們當(dāng)中的只有10名學(xué)徒已經(jīng)完成他們工作所要求的遠(yuǎn)程教育的教材。因此，作為該短期課程的導(dǎo)師在開(kāi)始教授“短期課程”之前不得不抽出2-3天的時(shí)間將所有的學(xué)員都達(dá)到所要求的基本標(biāo)準(zhǔn)水平。

　　如果雇主能保證他們的學(xué)徒已經(jīng)完成了遠(yuǎn)程教育教材，并在能保證學(xué)徒已經(jīng)具備了正確的知識(shí)后才簽署合同，短期課程教育才可以避免以上類似的障礙。

　　另一個(gè)缺乏技術(shù)經(jīng)驗(yàn)的障礙是學(xué)徒所需要的整體的技術(shù)和學(xué)習(xí)內(nèi)容來(lái)自于整個(gè)行業(yè)而不是某個(gè)雇主。因此，學(xué)徒們?cè)谒麄兊膶W(xué)徒生涯期間將被派到3或4個(gè)工作環(huán)境中去接受培訓(xùn)， 以保證他們能準(zhǔn)確掌握所要求的各種知識(shí)。

　　Summary

　　總結(jié)

　　The New Zealand Vocation Education in summary is based around a National Qualifications framework – the Register which is in the main controlled by ITO’s who represent industry needs for their particular workforce. They formulate National Certificates and National Diplomas based on a unit standard curriculum which utilises competency based assessment. The delivery methodology includes a mixture of “on-job” and “off-job” experiential/constructivist pedology and is quality assured by an independent natural body – the NZQA.

　　In New Zealand vocational education has over the past 8 years received increased levels of state investment on the understanding that VET is an important way to improve a nation’s economic performance (Strathdee 2003).

　　The introduction of the “Modern Apprenticeship Scheme”, and the Gateway Programme, which is designed to facilitate school and business institutions are aimed at “Growing an Innovative New Zealand Framework” latterly called the Innovation Framework which is part of a broader reform agenda designed to transform New Zealand’s economy by “growing more talent”. Underpinning the Innovations Framework is the view that those displaced by globalisation, the individual, new technology and free-market reforms were not benefiting from any associated economic prosperity. In order for them to do so increased numbers of tertiary places were made available. It was seen as an important investment in human capital to increase the trainees in vocational education. In this way New Zealand could rapidly up skill itself to provide the necessary skills it requires to participate in a growing technical global economy.

　　總而言之，新西蘭職業(yè)技術(shù)教育基于一個(gè)國(guó)家級(jí)的學(xué)歷證書(shū)的框架，--注冊(cè)者將主要受ITO’s （國(guó)家行業(yè)培訓(xùn)委員會(huì)）的嚴(yán)格控制， ITO’s 代表了行業(yè)對(duì)特殊勞動(dòng)力的需求，他們?cè)跇?biāo)準(zhǔn)單位課程的基礎(chǔ)上制定了國(guó)家級(jí)證書(shū)和國(guó)家級(jí)文憑，這種標(biāo)準(zhǔn)單位課程運(yùn)用了以能力為基礎(chǔ)的評(píng)估方法。該證書(shū)的頒發(fā)包括了在職和脫產(chǎn)的學(xué)習(xí)經(jīng)驗(yàn)，并且該證書(shū)受國(guó)家級(jí)機(jī)構(gòu)NZQA新西蘭國(guó)家學(xué)歷評(píng)估委員會(huì)認(rèn)可。

　　新西蘭政府在過(guò)去8年里提高了對(duì)新西蘭的職業(yè)技術(shù)教育的投資，因?yàn)閲?guó)家已經(jīng)意識(shí)到職業(yè)技術(shù)培訓(xùn)對(duì)整個(gè)國(guó)家的經(jīng)濟(jì)建設(shè)至關(guān)重要(Strathdee 2003)。

　　“現(xiàn)代學(xué)徒計(jì)劃”的說(shuō)明和入門課程是為了促進(jìn)學(xué)校和商業(yè)學(xué)院為實(shí)現(xiàn)“發(fā)展一個(gè)創(chuàng)新的新西蘭式的教育框架”的目標(biāo)所設(shè)計(jì)的，該目標(biāo)后來(lái)被稱為創(chuàng)新框架，被作為更廣泛的改革議程的一部分， 發(fā)展更多地精英來(lái)更好的改變新西蘭經(jīng)濟(jì)。

　　創(chuàng)新框架的提倡是因?yàn)槟切┍蝗�球化，個(gè)人化，新科技和自由貿(mào)易所代替的改革并沒(méi)有從相關(guān)的經(jīng)濟(jì)繁榮中受益。增加第三教育基地可以幫助實(shí)現(xiàn)這個(gè)目標(biāo)。增加職業(yè)教育培訓(xùn)的學(xué)員被視為是一項(xiàng)重要的人力資源的投資。只有這樣，新西蘭才能迅速的提高自身的技術(shù)能力，以投身到一個(gè)迅速發(fā)展的全球性科技化的經(jīng)濟(jì)當(dāng)中去。