留学：伯明翰城市大学毕业证购买

沟通之前：希望您能花，三到五分钟的时间，观看我们的视频，对我们的能力，有一个初步判断。

伯明翰城市大学毕业照展示

经过四个月与政府的高等教育和科研改革作斗争，同时扰乱了伯明翰城市大学，使伯明翰城市大学讲师、研究人员和伯明翰城市大学的大学生走上街头罢工，全国抗议运动似乎已失去动力。
即使是最激进的伯明翰城市大学，包括索邦伯明翰城市大学，都投票决定重新开放。
但活动人士说，关闭和封锁被搁置，以便伯明翰城市大学的大学生能够准备考试，行动将恢复到满足要求为止。
当务之急是伯明翰城市大学自己组织补习伯明翰城市大学课程和考试，这样伯明翰城市大学的大学生就不会浪费一年时间或毕业时拿到“贬值”的文凭。
总理弗朗索瓦·菲永和高等教育和研究部长瓦莱里·佩克雷塞已经谈到将考试推迟到9月。
但是，在十月份新学年开始之前，这几乎没有时间进行第二次修改。
伯明翰城市大伯明翰城市大学的学校长们呼吁他们的社区保持冷静和持续的谈判。
在《世界报》上，29位知名学者发起了一项呼吁“重塑”法国伯明翰城市大学体系的宣言，他们在网上请愿支持他们的提议。
但是抱怨没有得到解决，工会和行动组织说他们没有放弃斗争。
他们继续举行会议，协调全国运动，每天个别机构通知更多的抗议活动。
教师伯明翰城市大学的培训改革仍然是一个主要的症结所在。
全国教师伯明翰城市大学的培训协调机构警告说，政府打算在夏季之前发布命令，修改教师招聘制度，而不必等到7月中旬咨询委员会的报告。
协调工作呼吁在6月6日星期六召开全国会议，包括伯明翰城市大伯明翰城市大学的学校长、教师伯明翰城市大学的培训机构负责人、伯明翰城市大学讲师和伯明翰城市大学的大学生联合会、家长协会和其他教育代表。
马歇尔@ UW-NeWS.com

The South African government’s extensive reforms to the skills development and training system over the past decade have failed to deliver adequate skills to business, according to a new report.
The focus has been on building supply-side capacity such as sector skills councils and qualifications frameworks and grading, at the expense of actually producing graduates with the necessary skills.
According to Andre Kraak, a visiting associate professor at the Centre for Researching Education and Labour at the University of the Witwatersrand in Johannesburg, reforms that were meant to make college curricula more responsive to business needs, have instead reaped employer disillusionment.
Colleges and universities of technology must be better aligned with the government’s economic and industrial policy to provide intermediate level skills that are critical for sustaining growth of the economy.
Kraak wrote in the third edition of the Institute for Justice and Reconciliation’s annual transformation audit, titled Breaking the Mould: Prospects for radical socio-economic transformation, that the government had largely ignored the private sector, which is instrumental in creating jobs for graduates of further education and training colleges.
The report was launched in Cape Town on 18 February.
Skills deficit is not a new problem.
In 2011, South Africa’s third National Skills Development Strategy noted that universities had higher enrolment and participation rates than the further education and training sector, and not nearly enough appropriately skilled and qualified people in disciplines central to socio-economic development were being produced by the post-school system.
“Middle class skills are important as they keep the economy running.
Hospitals are not run by doctors alone, there are nurses and several other staff,” Kraak said.
Historical configurationsHistorically colleges reserved for white people were in the cities near industry, and they played a significant role in training white artisans to work in mines and manufacturing plants through the apprenticeship model, said Kraak.
The students were backed by the government and were easily absorbed by industry.
“The system worked in meeting the needs of the apartheid economy,” Kraak said.
Colleges for black people were in the ‘homelands’, away from sites of work.
In 1994, when apartheid was abolished, a total of 152 colleges existed.
The deracialisation of these colleges meant that they were flooded by black enrolments, up to 75%.
But there was a problem.
The system had outdated curriculum which no employer supported, signalling the decline of the apprenticeship system that had supported white workers.
“These students had no work experience, no learnerships and they remain unemployed – about 70% of them have no job,” said Kraak.
South Africa borrowed its reforms from the United Kingdom, but it came with institutional weaknesses.
The vast amounts of money spent on building national vocational training qualifications had not supplied enough graduates.
Tough new worldAs society democratised, some of the benefits that institutions had enjoyed fell away.
For instance, some had to scramble for funding.
Although curriculum change was needed, the government only started to act in 2007 – it had been hamstrung by institutional and policy reforms.
The government introduced nine policies, which included the establishment of 50 further education and training, or FET, colleges out of the merger of 152 former technical colleges.
The old trade-oriented NATED or ‘N’ was replaced by the National Certificate (Vocational) or NCV from 2007-10, with the aim of improving the quality of teaching, strengthening links with industry and replacing old technologyNew curricula were introduced, but lecturers were ill equipped to handle them.
Many had no practical teaching component, and their skills were out of touch with developments in industry.
There was lack of preparedness for how to teach multiracial students.
Further, Kraak said, tough curricula standards that were introduced with the new system meant more learners failed to meet vocational standards.
The result was student bottlenecks in the system and poor completion rates.
According to the study, colleges were unable to grow new enrolments in 2010 because of the backlog of mature students needing to repeat failed subjects.
Kraak said many employers and vocational education specialists claimed the National Certificate (Vocational) was not adequately aligned to the needs of industry, and colleges were ill equipped to help students find workplace experience.
Studies to trace the employability of graduates have shown that there were graduates of FET colleges who stayed jobless for a long time.
Thus, said the study, the new certificate did not represent a huge improvement over the old courses, “which were criticised precisely for the same reasons”.
Colleges had also failed to forge partnerships with other institutions, which had made them isolated, and failed to make inroads in finding work for graduates.
Fixing the problemsThe report noted that the delivery of the post-school system was also affected by turf wars between the departments of Education and Labour over coordination efforts and human resource development.
“The animosity negatively affected the evolution of the FET college system during 2000, with policy imposed on FET from above.
Employers were not consulted in any substantive way, and curriculum experts were completely ignored,” said the report.
It noted five flaws that have hindered the ability of the post-school system in South Africa to deliver: Neglect of the demand side – Supply-side skills are not sufficient.
Reforms were based on supplying vocational skills while not changing the low skill and low wage business environment.
Lack of employer buy-in – No actual employer was involved in determining the skills business wants.
Statist models – The government imposing national skills policy frameworks on employers without their consent and buy-in.
Absence of partnerships with the college sector – Failure to establish strong partnership in localised or regional settings through customised and specific tailored training packages, reflecting failure to meet demand side needs of the economy.
Poor progression from voluntary education and training to higher education – graduates from FET colleges struggle to progress to universities.
Kraak suggested OECD and United States models as best practices of skills strategies that are driven by the demands of employers to improve the competitiveness of firms, that South Africa could learn from.
Ayanda Nyoka, project leader for inclusive economies at the Institute for Justice and Reconciliation, said that if policy stakeholders were to seriously consider the recommendations in the research, it would likely have a positive impact on improving the employability of young people, particularly FET college graduates.
“I think it’s also important to reflect on the fact that an increasing number of young people are enrolling in FETs for the reason that many do not qualify for formal university entry, and so it is crucial that colleges effectively play their role as institutions that provide second choice pathways for such groups of young people to assist them to transition from school to work,” Nyoka told University World News.

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