Vocational education and training - VET

With the rising strain of job rivalry in the contemporary social climate, the incapacity of recent graduates to adjust to society has become a pressing issue. College vocational education’s social industry adaptability and students’ job development skills are profoundly influenced by the growth direction of colleges, universities, and majors. Accordingly, 616 students and 7 instructors from three institutions in Southwest China serve as the research subjects for this study. The objective is to examine the societal support for colleges and universities in Southwest China, as well as the adaptation of colleges and universities to society, and to establish their link and attempt to prove its psychological capital significance. Moreover, via the investigation of the interview questionnaires of instructors, we can learn the true requirements of students to adjust to social vocations. The findings indicate that (1) social support for colleges and universities may predict social adaption considerably and favorably. (2) Psychological capital has an important beneficial function as an intermediate between societal support for colleges and universities and the adaptation of institutions to society. (3) More attention and resources should be devoted to career preparation for students. Schools, as the primary institution, should build a variety of relationships with social businesses, and the steps taken to facilitate students’ integration into society will assist schools in establishing their reputation. This contributes to the enhancement of the school’s capacity for comprehensive management, so promoting the school’s and society’s virtuous growth cycle.

Is China’s approach to higher education unique or can previous understandings of wider East Asian development help us to interpret – but not fully explain – the situation of China and its higher education sector?

China celebrated the 70th anniversary of the founding of the People’s Republic of China (also called New China) on 1 October 2019. Despite twists and turns, China has established one of the largest higher education systems in the world.

Extensive prior research explores how to develop good TVET systems. However, while a learner-centred pedagogy is promoted in primary, secondary and higher education systems, there is limited information on how to implement the specificities of this pedagogy in TVET institutions, especially in Asia-Pacific. To address this gap and to support the preparation of its 2022–2024 work plan, the UNESCO Asia-Pacific Regional Bureau for Education implemented a study on learner-centred TVET teaching in Asia-Pacific from June to September 2021.The first part of this study was a literature review of TVET teaching and learner-centred approaches in Europe and Asia-Pacific that showed that a learner-centred approach is based on students’ participation, engagement, and autonomy that supports their professional development and assimilation. Then the situation in six selected countries (China, Republic of Korea, Samoa, Sri Lanka, Thailand, and Uzbekistan) was analysed. Each country report followed the same research framework, including the application of a gender lens, and provided examples of cases and situations corresponding to components and criteria defined in this study for a learner-centred TVET pedagogy.The proposed concept of learner-centred TVET teaching is outlined in Table 1:Table 1: Proposed Learner-centred TVT teaching conceptInputThree components for TVET teaching situationsNational policies supporting learner-centred TVET teaching and providing autonomy to the institution.Engagement and participation of learners through various learning situations.Autonomy of learners on content and method of learning with teachers’ guidance and support.Outcome-based activities that integrate skills and knowledge to prepare for a professional life.Curriculum based on competencies/learning outcomes that integrate core and functional knowledge and skills.A culture supporting two-way communication between teachers and students, as well as collective activities.Teachers trained on learner-centred approaches during pre-service and in-service teacher training.A variety of teaching materials integrating digital technologies.Learner-centred Teaching in Technical and Vocational Education and Training: Perspectives and Reviews of Six Asia-Pacific Countries8