Question

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In response to the challenges presented by economic and technological restructuring,EU Member States, in common with other countries, have undertaken a considerablenumber of initiatives to support the transition of young people from school-to-work and enhance their future employability (Stern and Wagner 1999). Two of the most common measures have been to encourage schools and colleges to increase the opportunities for post-16 students to undertake work-experience and to fund new educational programmes for unemployed or disaffected young people that include a work experience component (Griffiths et al forthcoming). Despite these initiatives, the transition of many young people into employment is still highly problematic.
One explanation for this problem is that since employers are increasingly faced with a surfeit of qualified applicants, they actively look for generic skills that are not solely accounted for by formal credentials (Chisholm 1997). Most EU countries have bassumed that one of the most effective ways of helping young people to develop generic skills was to increase their access to work experience (Griffiths et al forthcoming). Unfortunately many models of work experience in general and vocational education have addressed new issues about skill development by relying on old models of learning in the workplace (Guile and Griffiths 2001). Most models of work experience are geared to quite traditional conceptions of work and work roles, based on fairly mechanistic conceptions about the process of learning and, as such, fail to support students to develop more ‘future-orientated’ capabilities, for example, seeing the limitations of existing forms of work practice and working with others to conceive of alternatives. Despite the best intentions of policymakers, therefore, work experience has often ended-up affirming the idea that its main purpose is to assist young people to learn how to re-produce pre-existing activities. Consequently, very little attention has been given as to how to prepare young people to move between different types of work contexts and how to relate formal and informal learning.

Answer 1

为了回应经济和技术结构调整，欧盟成员国与其他国家一样，提出的挑战，已经采取了一系列举措considerablenumber支持青年人从学校过渡到工作和提高他们未来的就业（斯特恩和瓦格纳1999年）。最常见的措施有两个是鼓励学校和大学增加后的16名学生的机会，开展工作的经验和新的教育基金，为失业或心怀不满的年轻人的计划，包括工作经验组件（格里菲斯等人即将举行）。尽管这些措施，许多青年人进入就业过渡仍然是很大的问题。这其中的一个问题的解释是，由于越来越多的雇主与合资格的申请人过多面前，他们积极为没有完全占的（奇瑟姆1997年）正式凭据通用技能看看。大多数欧盟国家bassumed议决协助青少年发展共通能力的最有效途径之一是提高他们获得工作经验（格里菲斯等人即将出版）。不幸的是一般的工作经验和职业教育模式已经解决了许多关于在工作场所（吉尔和格里菲思2001年）的老型号依靠学习技能发展有关的新问题。工作经验面向大多数模特都是非常传统观念的工作，工作角色，在相当机械的概念对学习的过程，因此，基础，不支持学生发展，例如更多的未来为导向的能力，看现有工作实践形式，与他人合作的局限性，设想的替代品。尽管政策制定者的本意是好的，因此，工作经验往往是伴随行动肯定的想法，其主要目的是帮助年轻人学习如何重新产生预先存在的活动。因此，很少注意了，如何准备青年人之间移动不同类型的工作环境和如何将正规和非正规学习。

Answer 2

在回应的面临经济和科技体制改革,欧盟成员国,在共同的同其他国家,完成了considerablenumber方面的合作的年轻人的过渡,也提高了他们的school-to-work华格纳斯特恩和将来的就业能力(1999)。最常见的两种措施鼓励学校和学院的机会增加post-16学生进行work-experience与资助新的教育计划为失业或不服的年轻人,包括工作经验元件(格里菲思等人即将到来的)。尽管有这些措施,过渡的许多年轻人对高度就业仍然是有问题的。

对这一问题的一种解释是,由于雇主们渐渐面对播出的合格的候选人,他们积极的寻找共通能力,所占不仅仅是正式的证件(运动辣妹1997年)。bassumed大多数欧盟国家,最为有效的方式之一——帮助年轻人们发展共通能力是增加他们获得工作经验(格里菲思等人即将到来的)。不幸的是许多模型的一般工作经验和职业教育的新问题已经引起对技能的发展依靠老学习模式的欺骗和在工作场所格里菲思2001年)。大多数模特工作经验是非常传统的观念为工作而角色,基于相当机械的概念学习的过程,因此,也就无法支持着眼未来更多的学生发展的能力,举个例子吧,看的局限性的作业方式存在形式怀孕和别人相处的选择。尽管政策制定者的最好的愿望,因此,结果经常工作经验有的想法肯定它的主要目的是帮助青年人学会re-produce已经存在的活动。因此,很少受到人们的重视,并给出了如何培养年青人动之间不同类型的工作环境和交往,正式和非正式学习。