Analysis of the Challenges that Chinese Technical and Vocational Institutions Face As They Try to Develop Long-term Cooperation with Industry

• In Event: Community colleges, TVET institutions, and global counterparts: challenges towards sustainability for vocationally oriented jobs

Proposal

During the past four decades, China has made tremendous economic progress, becoming the world’s largest economy as measured by GDP (PPP) (IMF, 2018). But even though it has become a manufacturing giant, China faces a severe shortage of skilled labour. Workers’ lack of vocational and technical skills has hindered the development of new technologies (Bai & Yan, 2016). To address this challenge, the Chinese government has been paying increasing attention to the country’s TVET system (China State Council, 2005). For example, in 2006, the Ministry of Education and the Ministry of Finance launched the National Demonstration Projects, identifying 100 vocational colleges as National Exemplary Vocational Institutions. The main focus of this project is school-enterprise cooperation; policy support; infrastructure capability building; program and talent training model reform; teacher team building and social service capability enhancement (MOE, 2006). In 2010, the Ministry of Education and Ministry of the Finance implemented the National Key Vocational Institution project, which provided substantial funding and favourable policies for another 100 colleges (MOE, 2010). This theoretical study examines the challenges that TVET institutions in China face as they try to develop effective and sustainable cooperation with the labour market.
The problem
Despite these initiatives, many challenges still remain (Bai & Yan, 2016). One such challenge is the poor cooperation between TVET institutions and industry.
Possible solution
The study also examines approaches that can be taken to address this challenge. Building a viable apprenticeship program would require comprehensive changes on the part of vocational education institutions. Such changes could include restructuring of curricula, examining teacher-hiring practices, and changing the approaches to assessment and evaluation. It is a formidable task and the lack of experience and expertise could make it extremely difficult to carry out. Thus China can benefit from the experience of other countries. One country that can provide a workable solution is Germany. The final part of this presentation will address Sino-German TVET cooperation and how such cooperation can strengthen TVET-industry cooperation in China.

References
Bai B., Yan J. (2016) History, Current Status and Future Trends of Higher Vocational Education in P.R. China. In: Schönebeck M., Pellert A. (eds) Von der Kutsche zur Cloud – globale Bildung sucht neue Wege. Springer VS, Wiesbaden
China State Council (2005). Decision to Vigorously Develop Vocational Education, http:// www.gov.cn/zwgk/2005-11/09/content_94296.htm, retrieved 030.07.2015
International Monetary Fund World Economic Outlook (April - 2018), Projected GDP Ranking (2018-2023), Retrieved from http://statisticstimes.com/economy/projected-world-gdp-ranking.php
MOE, Ministry of Education (2006). The Planning of National Exemplary Vocational Institutions. Ministry of Education and Ministry of Finance National Exemplary Vocational Institutions Plan, http://old.moe.gov.cn/publicfi les/business/htmlfiles/moe/moe_1303/200611/18405.html, retrieved 30.06.2015
MOE, Ministry of Education (2010). The National Key Vocational Institution project, http://www.moe.gov.cn/publicfi les/business/htmlfiles/moe/s3876/201012/xxgk_112718.html,retrieved 30.06.2015

Author

• Yanan Zhou, Jiangsu Vocational Institute of Architectural Technology