Does Vocational Training Help Young People Find a Good Job? 職業(yè)培訓(xùn)能幫助年輕人找到好工作嗎？

Youth unemployment has increased in many industrialized countries following the recent global recession. However， this reflects not only the cyclical shock， but also the crucial role of institutions in structuring the transition from school to work. Vocational training， in particular in a dual form combining vocational schooling and structured learning on-the-job， is often considered to be one of the most important policy solutions in combating youth unemployment.

隨著最近的全球經(jīng)濟(jì)衰退，許多工業(yè)化國家的青年失業(yè)率有所上升。然而，這不僅是周期性沖擊的反映，也凸顯了教育機(jī)構(gòu)在引導(dǎo)學(xué)生從學(xué)校向職場過渡的過程中的關(guān)鍵作用。職業(yè)培訓(xùn)，尤其是把職業(yè)學(xué)校教育和結(jié)構(gòu)化在崗學(xué)習(xí)結(jié)合起來的雙元模式，通常被認(rèn)為是應(yīng)對青年失業(yè)難題最重要的政策方案之一。

In developed countries， vocational education and training can be classified into three distinct systems： vocational/technical schools， formal apprenticeships， and dual vocational training systems.

在發(fā)達(dá)國家，職業(yè)教育和培訓(xùn)可以分為三種不同的體系：職業(yè)學(xué)校/技工學(xué)校、正式學(xué)徒制和雙元制職業(yè)教育體系。

School-based vocational training and education

基于學(xué)校的職業(yè)教育培訓(xùn)

Some countries have a large vocational schooling component as part of their upper secondary education system. This is the case for most southern European countries， including France， Italy， and Spain， and for some eastern European countries. In those countries， the schooling system is divided into a general education track and a vocational education track. While the general education track aims to provide youth with general， often academically-oriented knowledge as the basis for a university education， vocational education and training aims to provide youth with practice-oriented knowledge and skills to prepare them for particular occupations.

一些國家在中等教育的高級階段融入了大量職業(yè)教育內(nèi)容。法國、意大利、西班牙等大多數(shù)的南歐國家以及部分東歐國家就是這種情況。在這些國家，教育體系分為普通教育軌道和職業(yè)教育軌道。普通教育軌道側(cè)重于以學(xué)術(shù)為導(dǎo)向的一般知識教學(xué)，為大學(xué)教育奠定基礎(chǔ)；職業(yè)教育軌道則側(cè)重于實務(wù)型知識和技能的培養(yǎng)，幫助學(xué)生為將來從事特定職業(yè)做好準(zhǔn)備。

In many countries， the vocational option is frequently seen as a safety net for students with poor academic performance who are at risk of dropping out of school and for students who are less academically inclined. The close link to work tasks and hands-on practical experience is expected to motivate more practically-oriented youths to continue training and remain in school longer. However， because the share of students who enter academic education after vocational schooling is very low， the vocational schooling option is often seen as a dead-end track and a second-choice education.

在許多國家，職業(yè)教育通常被視為一種兜底方案，為學(xué)業(yè)成績不佳、有輟學(xué)風(fēng)險的學(xué)生以及對學(xué)習(xí)知識興趣不大的學(xué)生提供保障。職業(yè)教育與實際工作任務(wù)和實踐經(jīng)驗緊密相關(guān)，以期激勵重實務(wù)的年輕人繼續(xù)接受培訓(xùn)，并延長上學(xué)時間。然而，由于從職業(yè)教育轉(zhuǎn)入學(xué)術(shù)教育的學(xué)生比例非常低，職業(yè)教育常被視為死胡同或次選教育途徑。

Formal apprenticeship schemes

正式學(xué)徒制

In some countries， vocational education and training is provided through formal apprenticeships， with institutional instruction complementing workplace training.

在一些國家，職業(yè)教育和培訓(xùn)實行正式的學(xué)徒制，學(xué)校教育與職場培訓(xùn)互為補(bǔ)充。

This is mostly the case in Australia， the UK， and the US， but also in France and Italy， at least in some occupational groups. In the US， formal apprenticeships still have limited scope and are confined largely to so-called “Registered Apprenticeships” in the construction sector （occupations such as electricians， carpenters， and plumbers）. By devoting time to both theoretical instruction and work-based training， the US apprenticeship model aims to provide both general and occupation-specific knowledge. However， training in this apprenticeship system is focused at the firm level and functions without close links to the formal education system.

這種體系主要存在于澳大利亞、英國和美國，但在法國和意大利也有類似情況，至少存在于某些職業(yè)群體中。在美國，正式學(xué)徒制仍然范圍有限，大多局限于建筑行業(yè)（如電工、木匠和水管工等職業(yè)）的“注冊學(xué)徒制”。美國的學(xué)徒制模式既注重理論指導(dǎo)也提供實操培訓(xùn)，旨在實現(xiàn)通識教育和職業(yè)技能培訓(xùn)雙管齊下。只是這種學(xué)徒制培訓(xùn)集中在企業(yè)層面，其運作與正規(guī)的學(xué)校教育體系并無緊密的聯(lián)系。

Dual vocational training

雙元制職業(yè)教育

Only a few countries—Austria， Denmark， Germany， and Switzerland—accommodate a major share of all secondary school graduates in dual vocational and educational training that combines vocational schooling and structured learning on-the-job. These countries’ dual systems have four key institutional elements in common.

只有為數(shù)不多的幾個國家能將中學(xué)的大部分畢業(yè)生納入到雙元制職業(yè)教育和培訓(xùn)體系中，如奧地利、丹麥、德國和瑞士。這些國家的雙元制職業(yè)教育體系有四個共同的關(guān)鍵制度要素。

· First， they have a high degree of formalization. The training is provided in centrally accredited occupational qualification institutions， where the training content is continuously adapted to meet changing labor market requirements.

· 首先，這些雙元制系統(tǒng)具有高度的規(guī)范性。培訓(xùn)是在經(jīng)過統(tǒng)一認(rèn)證的職業(yè)資格培訓(xùn)機(jī)構(gòu)中進(jìn)行的，培訓(xùn)內(nèi)容不斷調(diào)整，以滿足不斷變化的勞動力市場需求。

· Second， there is strong and long-standing involvement by social partners， including regional trade and occupational committees， through advisory boards that assist in developing and maintaining curricula and monitoring outcomes.

·其次，社會合作伙伴在這一過程中發(fā)揮重要且持續(xù)的作用，包括地區(qū)性行業(yè)和職業(yè)委員會，他們通過顧問團(tuán)協(xié)助制定和維護(hù)課程，并監(jiān)控培訓(xùn)效果。

· Third， vocational colleges， financed by the government， provide the school-based part of dual vocational education and training， which covers both general and occupation-specific education.

· 第三，由政府資助的職業(yè)院校負(fù)責(zé)提供雙元制職業(yè)教育和培訓(xùn)的校內(nèi)部分，內(nèi)容涵蓋了通識教育和專業(yè)技能培養(yǎng)。

· And fourth， participating firms must meet certain technical standards to obtain accreditation.

· 第四，參與公司必須滿足一定的技術(shù)標(biāo)準(zhǔn)才能獲得培訓(xùn)資格認(rèn)證。

While dual vocational education and training offers several benefits from a societal and individual perspective， establishing an efficient dual apprenticeship system depends on the willingness of a sufficient share of employers to participate actively in training young people. To ensure the transferability of skills across firms after graduation from apprenticeships， the training also needs to include an adequate amount of general schooling. As trainees could potentially leave a firm after completing training， thereby reaping all of the benefits of their acquired general skills， trainees must bear at least part of the general training costs in order for firms to continue to provide both specific and general training.

從社會和個人的角度來看，雙元制職業(yè)教育和培訓(xùn)有諸多好處。然而，要建立一個高效的雙元制培養(yǎng)體系，關(guān)鍵在于有足夠多的雇主積極參與到培訓(xùn)工作中來。為了確保所學(xué)技能具有可遷移性，能使學(xué)生在畢業(yè)后適應(yīng)不同公司的要求，培訓(xùn)內(nèi)容還必須涵蓋足夠的通識課。由于學(xué)員在培訓(xùn)完成后可能離開原公司，從而獨享其所獲技能帶來的好處，為了維持公司對專業(yè)性和通識類培訓(xùn)的持續(xù)投入，學(xué)員必須承擔(dān)部分通識類培訓(xùn)的費用。

In countries like Germany， a collective agreement sets a generally applied remuneration rate for apprentices that is considerably below the wage for a full-time， low-paying job. This model can reconcile economic incentives for the apprentice and the employer. The apprentice benefits from moderate earnings and structured training that will facilitate promotion to a regular and better-paying job after the vocational education and training exams， while the employer receives some productive input from trainees even in the early phase of vocational training. The dual apprenticeship system is more likely to succeed in countries where firms can credibly commit to provide relevant training in an apprenticeship program that includes apprenticeship regulation and external accreditation， and in which employer associations promote dual training and the government funds general vocational schools.

在德國等國，集體協(xié)議設(shè)定了學(xué)徒的普適薪酬標(biāo)準(zhǔn)，這一標(biāo)準(zhǔn)遠(yuǎn)低于全職低薪工作的工資。這種模式可以協(xié)調(diào)對學(xué)徒和雇主的經(jīng)濟(jì)激勵。學(xué)徒從適當(dāng)收入和結(jié)構(gòu)化培訓(xùn)中獲益——這種培訓(xùn)將有助于他們在職業(yè)教育和培訓(xùn)考試后晉升到薪資更高的正規(guī)職位——而雇主即使在培訓(xùn)初期也能獲得學(xué)員的一些生產(chǎn)性貢獻(xiàn)。一個國家的雙元制培養(yǎng)系統(tǒng)取得成功的前提是，公司能夠可靠地承諾提供學(xué)徒項目（包括學(xué)徒制度規(guī)范和外部認(rèn)證）的相關(guān)培訓(xùn)，雇主協(xié)會在參與中推動雙元制培訓(xùn)，政府會為普通職業(yè)學(xué)校提供資助。

Policy advice

政策建議

A dual vocational education and training model might be preferable to other vocational education and training models， but it depends on three demanding preconditions.

雙元制職業(yè)教育和培訓(xùn)模式可能比其他職業(yè)教育和培訓(xùn)模式更可取，但這有賴于三個苛刻的先決條件。

· First， it requires support from a sufficiently large number of employers and their associations in terms of their willingness to train young people in a systematic and certifiable fashion.

· 首先，它需要來自雇主及其行業(yè)協(xié)會的充分支持，他們都愿意對年輕人進(jìn)行系統(tǒng)化的認(rèn)證培訓(xùn)。

· Second， it requires support from young people， trade unions， and parents in accepting apprenticeships as a phase of lower earnings in exchange for skill acquisition， so that apprenticeships are not seen as a second-best alternative to higher education.

· 其次，它需要年輕人、工會和家長的支持。他們要能接受學(xué)員在學(xué)徒期內(nèi)習(xí)得技能但收入較低的現(xiàn)實，不把學(xué)徒制視為不如高等教育的次優(yōu)選擇。

· Third， it requires the provision of vocational schooling （including funding）， a regulatory framework by government or employers， and monitoring to ensure the timely adaptation and labor market relevance of the curricula. Hence， the organizational capacities of governments and social partners are crucial.

· 第三，它需要職業(yè)教育配套設(shè)施（包括資金）、由政府或雇主提供的監(jiān)管架構(gòu)，以及確保課程能及時適應(yīng)勞動力市場需求變化的監(jiān)控機(jī)制。因此，政府和社會伙伴的組織能力至關(guān)重要。

Despite the benefits， vocational education and training should not be seen as a panacea to combat high youth unemployment. Vocational education and training must be complementary to structural reform policies to revive the economy and reduce such entry barriers to employment as too stringent dismissal protection and minimum wage regulations.

盡管職業(yè)教育和培訓(xùn)擁有諸多益處，卻不應(yīng)被視為解決青年高失業(yè)率的萬靈藥。職業(yè)教育和培訓(xùn)只是一種輔助，政府必須采取結(jié)構(gòu)性經(jīng)濟(jì)改革政策來重振經(jīng)濟(jì)，并減少諸如過于嚴(yán)格的解雇保護(hù)和最低工資法規(guī)等就業(yè)準(zhǔn)入障礙。

（譯者為“《英語世界》杯”翻譯大賽獲獎?wù)撸?/p>