本篇paper代写- UK individual learning account讨论了英国个人学习账户。个人学习账户的概念最早是在1997年的劳工宣言中提出的，最根本的实施目的是给每一个有继续学习愿望的国民提供资助。英国政府实施个人学习账户计划是为了国民塑造更好的工作能力，保持国民在劳动力市场的竞争力。让国民参与社会中来，实现对自己职业生涯的规划与管理。另外，提高国民在终身学习上的参与度和成就感，推动终身学习和全民学习的发展，让学习者更关注与期待自己的学习效率，促使民众不断地对继续学习进行投入。本篇paper代写由51due代写平台整理，供大家参考阅读。
Individual learning accounts are considered an effective means of promoting the acquisition of knowledge, skills and competitiveness. The implementation of the UK's individual learning account scheme enables British nationals to plan and manage their own learning for the first time with the benefit mechanism. It helps nationals to purchase and invest their own learning through the special learning account.
The concept of individual learning accounts was first proposed in the 1997 Labour declaration. In February 1998, the British director of education and employment of the secretary of state David ? brown g in learning times report to congress puts forward the personal learning account plan again, there is also set up industrial university, basic skills, qualification of reform, to carry out the new measures for the workplace learning and regional cooperation, etc. David believes that to cope with the rapid changes in the information age, the British people need to be creative and enterprising, so as to ensure the high quality of the British labor market and sustainable development in the future.
The basic purpose of the individual learning account is to provide financial support to every citizen who wants to continue their study. The long-term goal is to use a percentage of these 1 million accounts to support people in specific industries or those with less education, and to provide financial support for those without qualifications or those with very low professional and technical requirements.
The four specific purposes of the UK government's implementation of the individual learning account scheme are as follows. Second, let the citizens participate in the society to realize their career planning and management; Third, improve the participation and sense of achievement in lifelong learning, and promote the development of lifelong learning and national learning; Fourth, learners should pay more attention to and look forward to their learning efficiency, so as to encourage the public to continue to invest in learning.
The individual learning account program funds a wide range of social workers, including women who want to return to work, school support staff, less qualified youth under the age of 30, ethnic minorities and self-employed people. British citizens aged 19 or above can apply to open an individual learning account. Those under the age of 19 can register for the record first, and only after the age of 19 can they officially register to open an individual learning account. Citizens of other eu countries living and working in the UK, including their spouses and children, are eligible for the individual learning account scheme as long as they qualify to have worked in the UK for five years.
There are three main sources of funds for individual learning accounts: government investment funds, individual investment funds and employer investment funds. Personal learning accounts plan and manage learners' lifelong learning with this benefit mechanism.
The training and business council has invested 150m in 1m individual learning accounts, with the government using the initial funds to provide public funding for each. In the first year, the 1m individual learning accounts initially launched will receive 150 in supplementary funding. Starting from the second year, when the user's total annual tuition reaches 500, the tuition of some courses can be reduced by 20%, and the maximum amount of assistance is 100 per year. For certain courses, such as the basics of writing and computer science, tuition fees can be reduced by up to 80%, with an additional fee of 200 per year.
Individual learning account plans require people to save and borrow for their own continued learning, and learners plan and manage their own learning process. People need to register an individual study account with the study account center first, and then choose a one-time deposit or a long-term fixed deposit to invest in their further study.
The individual learning account program requires employers to fund individual learning accounts for their employees, and employers play a crucial role in the implementation of individual learning accounts. The government encourages enterprises to provide financial assistance to their employees, which can be listed as employee training expenses. In this way, it can not only stimulate their learning needs, but also improve their quality and basic skills.
In addition, the UK government has announced incentives for an individual learning account to encourage individuals and employers to invest in lifelong learning.
Qualified social members need to apply for registration at the individual learning account center first. After the application is approved, they will get a personal learning account card, and users can pay for the expenses generated by learning through such a card similar to a financial smart card, including the nanny fees hired for learning. For the first 1 million successful applicants, the government will allocate 150 pounds of incentive money to the individual learning account as a mutual learning fund, provided that 25 pounds is deposited into the individual learning account in advance.
The individual learning account scheme is administered by the department for educational skills, which contracts out the individual learning scheme to a company called Capita, which is responsible for the implementation of the individual learning account scheme. Capita co-ordinates the implementation of the individual learning account scheme, which is then subcontracted to locally qualified training or learning institutions.
The introduction of the UK's individual learning account scheme reflects the principle that learning costs are Shared by individuals, employers and the government. The establishment of individual learning accounts not only mobilizes the enthusiasm of social members to invest in lifelong learning, but also improves the utilization rate of public education funds, providing a solid economic guarantee for the lifelong learning of the whole British people. According to the survey results commissioned by the department of education and skills of the UK in 2001, the implementation of the individual learning account system is of great help to the unemployed and female learners returning to work, but it is not obvious to the teenagers and minority learners. The two advantages that individual learning accounts have been recognized by the public are the universality of the beneficiary groups and the strong support from the government. In addition, individual learning accounts, which fully respect users' independent choice, are also highly regarded by the public.
The forced termination of the individual learning account program is not due to the innovation of the program itself, but caused by multiple factors, mainly including:
The personal learning plan is implemented too fast and lacks complete planning. The plan was designed and implemented in less than three years, two of which were development proposals for the plan. In the development proposal of the plan, it is mentioned that the plan, as a national policy, should not schedule the introduction and implementation of the plan too tightly, which will hinder the public and potential suppliers from accepting the plan.
The individual learning plan lacks measures to deal with risks. The plan does not use a business model to assess the costs and benefits of operations, nor does it specify security requirements in contracts with institutions and individuals. The omission of this link was due to the small amount of money involved in individual business in the learning account, so the department of education and skills considered at the beginning of the implementation of the project that there was little risk of fraud in the plan.
Private-public partnerships are not to be mishandled. The ministry of education and skills contracted out the individual learning account scheme to Capital and unilaterally considered ita partnership with the company. But the partnership between the education skills department and Capital is far from perfect. Capita is just a specific executing agency of the individual learning account plan, but not included in the project committee by the ministry of education and skills. The company has only the executive power but no decision-making power, so it cannot control the whole implementation process of the plan from a macro perspective. In the absence of a review mechanism, Capital chose to subcontract the individual learning program to local training institutions and mixed some institutions with bad credit, which accelerated the termination of the individual learning account program.
The implementation of the individual learning account plan lacks a monitoring mechanism. Due to the innovative nature of individual learning programs, the ministry of education and development was supposed to step up monitoring of Capital's data and address the growing demand for account opening. As the executing agency of the individual learning account plan, Capital does not periodically review the training qualifications of the training institutions or check the credit level of the learning account holders. Because no abnormal reports were reported, the education and skills department did not update the information about the implementation of the plan timely. For example, 13 contracting agencies registered more than 10,000 accounts, and 20 agencies received more than 1.5 million in subsidies and other information.
In April 2002, SQW and NOP World, two consulting agencies entrusted by the British government, gave a consulting report on the individual learning account plan. According to the report, 80 percent of the 1,000 study account users interviewed believe that such learning plans have effectively encouraged them to continue learning. Despite some drawbacks, the evaluation body believes that the individual learning account scheme has many merits and should summarize and learn from the implementation of the lessons learned and the new revised plan. The 31 authorities involved in the individual learning account scheme believe the government should continue with similar schemes, suggesting that the new scheme should focus more on improving learners' abilities rather than placing too much emphasis on the financial burden of learning. The report also pointed out that for the new individual learning account plan, it should be considered to open to all industries and fields, and increase quality control measures, to track the completion rate and learning effect of learners, and to incorporate learners' Suggestions into the quality control system. In addition, relevant information should be provided to account holders in a timely manner, such as the social credibility of training institutions, course contents and learning Suggestions. Finally, it is also mentioned that the new plan should give priority to supporting the learning and training courses that have already started, and take measures to prevent cheating, such as taking subsidies after the learners finish the training courses.
Following a series of reviews and revisions, the government's white paper, continuing education: improving skills, improving life chances, announced that the new adult learning account programme was launched in the autumn of 2007. In 2010, the British government revised this kind of learning plan again, and started to implement the learner skills account plan, which is still in operation today.
As an effective policy to encourage learners, employers and the government to invest in continuing learning, the personal learning account scheme has played a significant role in promoting lifelong learning in the UK. In addition to the United Kingdom, many countries also implement such learning account system, such as Canada, the United States, Sweden, the Netherlands, Singapore and other countries, these countries use such learning system as an important means to improve national vocational skills.
Personal learning accounts enable people to continuously improve their abilities and meet and adapt to the needs of their posts in the era of rapid development through learning. This approach, funded by individuals, employers and the government, creates opportunities for some low-income groups and unemployed people to continue learning. The individual learning account programme has significantly increased national participation in lifelong learning and has played an important role in developing new public accounts, personal and employer relationships.
There are many lessons to be learned from the implementation of the UK's individual learning account scheme. First, private-public partnerships and co-financing are the trends in individual learning accounts. Government incentives require employers and individual learners to invest more in lifelong learning. It is necessary to take incentives for employers to invest in lifelong education, such as tax cuts, so that employers can see that the investment in lifelong learning can bring benefits to the development of enterprises. Only in this way can employers be motivated. Secondly, the individual learning account plan should let learners know that their learning achievements can be recognized and they can get some financial support. Learners seek better development of their career through continuous learning. Finally, in addition to the design of the plan itself, a good operational and regulatory mechanism is also required to ensure the implementation of the plan, ensuring the learning quality of learners and the smooth implementation of the plan. From the perspective of the development process of individual learning accounts in the UK, every new policy needs to be constantly tested and improved in practice to gradually reach the ideal state.
Compared with the United Kingdom, lifelong learning started late in China, and the supporting policies on national lifelong learning are still blank. Our country can have more than ten years of practical experience of Britain as an important reference. When studying and drawing lessons from international experience, we should avoid such problems as superficialization and eagerness for success. This requires the government to have an in-depth understanding of China's actual situation, formulate specific national policies in line with China's education status, and better achieve the combination of internationalization and localization.
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