china 祁占勇-逆全球化背景下职业教育国际化困境及中国选择-- 英文(1).pptx

internationalization of china vocational education

1. The Dilemmas of the Internationalization of China’s Vocational Education in the Context of De-globalization and China’s Choices Qi Zhanyong Faculty of Education, Shaanxi Normal University 18602953103 [email protected]

2. As an important part of the modern vocational education system, the internationalization of vocational education is vital to the modernization of the system. In October 2021, the Guidelines on Promoting the High-quality Development of Modern Vocational Education, with improving quality as the main line, proposed to create a brand of vocational education with Chinese characteristics, promote China’s vocational education to go global, and advance the overall standard of the vocational education to the forefront of the world by 2035. In May 2022, the newly revised the Vocational Education Law of the People’s Republic of China was officially implemented, which proposed encouraging international exchanges and cooperation in vocational education. At the group study session held by the Political Bureau of CPC Central Committee on May 29, 2023, General Secretary Xi Jinping emphasized that it was necessary to improve the strategy of opening education to the outside world , and coordinate a holistic strategy to attract global excellence and advance China’s vocational education overseas, positioning China as a pivotal global education hub with profound influence, and amplifying its international stature and voice in the education sector. The Master Plan on Building China into a Leading Country in Education pointed out that it was necessary to refine the international collaboration mechanisms for industry-education integration and school-enterprise synergy in vocational education, and further the development of internationally recognized brands such as Luban Workshops. As a result of the opening-up in vocational education, the internationalization of vocational education has been elevated to an unprecedented strategic priority. Conducting a comprehensive exploration of its value, achievements, challenges, and pathways toward high-quality development is a right way to advance the substantive growth of China’s vocational education and increase its global influence.

3. Content The Value Implications of the Internationalization of Vocational Education While Building China into a Leading Country in Education Achievements in the Internationalization of Vocational Education in the process of Globalization Dilemma of the Internationalization of Vocational Education under the Background of D e globalization China’s Choice OF the Internationalization of Vocational Education in the New Era

4. The Value Implications of the Internationalization of Vocational Education While Building China into a Leading Country in Education

5. International exchanges in vocational education are an important part of China’s educational opening up and cooperation, and serve as a critical front in China’s diplomatic strategy and a key foundation for building a high-quality technical skills training system with global competitiveness and Chinese characteristics. Promoting Chinese culture through vocational education and deepening cooperation and exchanges between China and other countries have become a key link in building China into a leading country in education.

6. 1 . Objective Labor Demand in the Context of Globalization With the development of globalization, economic exchanges and cooperation between countries and regions are becoming increasingly close. Different countries and regions have growing demands for high-caliber professionals with international experience and cross-cultural communication skills, which has propelled them to nurture talents with international vision and competitiveness who can meet the needs of the global labor market by aligning their vocational education with international standards. First, adapting to the needs of the international market. With the development of economic globalization, enterprises need to expore new international markets and seek more business opportunities and development space. When entering a new market, enterprises need to understand and adapt to local laws, culture and customs while the internationalization of vocational education can provide them with relevant training and knowledge.

7. 1 . Objective Labor Demand in the Context of Globalization Second, meeting the needs of multinational companies. In the process of internationalization, companies need to attract talents with international background and capabilities. To this end, multinational companies have an increasing demand for high-caliber professionals who can meet to the needs of the international market. For example, there are currently 46,000 Chinese companies overseas in 190 countries and regions with foreign direct investment of $ 2.8 trillion, createing more than 4 million jobs overseas . These positions require employees with good foreign language skills, cross-cultural communication skills, global business experience, and so on. Vocational education is most directly closed with economic and social development, and the internationalization of enterprises will inevitably lead to the internationalization of vocational education.

8. 1 . Objective Labor Demand in the Context of Globalization Third, keeping up with the development of scientific and technological innovation. As science and technology develops and global competition intensifies, enterprises need to keep up with and apply the latest technologies and innovative concepts. The internationalization of vocational education can provide advanced technical training and cultivate innovative thinking, enabling enterprises to maintain their international competitiveness. Therefore, the internationalization of vocational education meets the objective requirements of the internationalization of enterprises, helps them adapt to the international market and keep up with global technological innovation as well as nurture professionals with global vision for them, contributing to their achivements in global competition.

9. 2. ​Pragmatic Imperatives of China’s Diplomatic Strategy The internationalization of vocational education is an important part of diplomacy, and can help Chinese education step onto the world stage in more open, confident and proactive strides. I t makes positive contributions to international friendly cooperation and economic development in the most appropriate, effective and direct way through talent exchange and training, cultural exchange, and increasing international competitiveness. First, strengthening the exchange and training of talents. Vocational education is vital to train professional s of all types, including technical workers, engineers and medical personnel. It promotes the exchange and training of talents among countries and enhance mutual understanding through international exchanges and cooperation. Among developed countries, Germany regards science and technology and education as an important part of its diplomacy, and Japan takes vocational education as a vital diplomatic means and specially formulates a diplomatic roadmap of education. U nder the Chinese Language Plus Vocational Education Initiative, China uses technology and skills as a link to deepen international cooperation and mutual assistance.

10. 2. ​Pragmatic Imperatives of a Nation’s Diplomatic Strategy Second, enhancing cultural exchange and understanding. The internationalization of vocational education can promote exchanges and understanding between different countries and cultures. During the process, students are able to meet peers from other countries and learn about their cultural backgrounds, customs and values , helping better understand other foreign cultures and promoting cross-cultural exchanges and cooperation. Third, increasing international competitiveness. Through international exchanges and cooperation in vocational education, students have an access to advanced technology, management knowledge and innovation concepts, thus improving their professional competence and employment competitiveness. Increasing the international competitiveness of students is essential for the country’s diplomatic relations and economic development in the context of globalization.

11. 3. Pragmatic Imperatives of the Development of Vocational Education To implement the strategy of attracting global excellence and advancing China’s vocational education overseas , international exchanges and cooperation in vocational education are carrying out. The advanced international vocational education management system, advanced teaching concepts and curriculum settings have contributed to improving the quality and level of China’s vocational education, and have pushed reform and further development in this field. First, meeting the needs of students. With the rapid development of economy and society, there is a growing demand for vocational education. Many students hope to obtain international education to enhance their global competitiveness and the ability to adapt to the international employment environment. Therefore, it is essential to integrate international elements into vocational education.

12. 3. Pragmatic Imperatives of the Development of Vocational Education Second, improving the quality of education. Through international exchanges and cooperation, advanced foreign teaching concepts, courses and teaching materials should be introduced to improve teaching standards of vocational schools in China. At the same time, vocational schools can improve their education quality and reputation, increase social adaptability, and make themselves competitive both domestically and internationally through exchanges, cooperation and mutual learning with foreign schools and training institutions. Third, strengthening international cooperation. Vocational education in different countries and regions varies in terms of systems, experiences and resources. Through international exchanges and cooperation, we can promote mutual learning, and jointly improve the quality and level of vocational education. Based on exchanges and mutual learning between different cultures and education systems, China’s educational concepts and teaching methods can be renewed.

13. Achievements in the Internationalization of Vocational Education in the Process of Globalization

14. The internationalization of vocational education is vital for the implementation of China’s diplomatic strategy and an important part of the opening up of education in the new era. After years of practice, China initiated and successfully held the first World Vocational and Technical Education Development Conference , building an international platform for deepening exchanges and cooperation in this field. Based on the new development pattern, international exchange and cooperation mechanisms continue to be innovated across the country, promoting vocational education from one-way introduction and learning to two-way joint contribution and sharing . N ew achievements have been made in developing overseas school brands , promoting Sino-foreign cooperative education projects, implementing localized teacher training , helping enterprises participate in international capacity cooperation , and introducing vocational education standards with Chinese characteristics to other countries . A s a result, China’s vocational education enjoys grwoing international influence and realizes high-quality development, contributing to buidling China into a leading country in education.

15. China became a full member of the WTO in 2001. Education trade is an important part of the General Agreement on Tariffs and Trade. Overseas consumption, commercial presence, movement of natural persons, and cross-border delivery have emerged as key drivers of the internationalization and modernization of China’s education. As an important part of the education system, vocational education has made achievements in education trade over the last 20 years.

16. The number of international students in China continues to grow ( overseas consumption ) Consumption abroad refers that a service provider of a Member provides services within its territory to consumers from any other Member in return for remuneration . The scale of international students in China’s higher vocational schools continues to grow , reaching 860 in 2008, 5,186 in 2015, 8,056 in 2017, and 17,097 in 2019. The scale grew rapidly from 2015 to 2019, with an average annual growth rate of 34.75% . Years Number of S tudents 2008 ​ 860 2015 ​ 5186 2017 ​ 8056 2019 ​ 17097

17. The number of international students in China continues to grow ( overseas consumption ) The higher vocational students studying in China are from Asia, Africa, Europe, America and Oceania . More than 70% of them are mainly from Indonesia, Laos, Nepal, Thailand, Turkey, Iran, Bangladesh and other Asian countries. It is clear that most of them come from BRI countries .

18. 2. The number of short-term internship students abroad continues to grow (overseas consumption) The number of colleges and universities with students going abroad for short-term internships for more than 10 person-days has been increasing year by year. T he number was 187 in 2016, and 284 in 2017, an increase of 97 over last year. In 2018, the number increased to 300, an increase of 16 over 2017. Year Number of Colleges New Increment 2016 ​ 187 2017 ​ 284 97 2018 ​ 300 16

19. 3. The scale of Sino-foreign cooperative education programs has steadily expanding (commercial presence). First, the Sino-foreign cooperative education programs continue to advance. China’s vocational schools focus on introducing high-quality overseas educational resources, strengthening cooperation with international high-level vocational education institutions and colleges and universities, continuing to carry out Sino-foreign cooperative education, promoting the internationalization of majors, and improving the quality of international talent training. In 2023, there were 1,009 Sino-foreign cooperative education majors with 117,080 students in China . 289 vocational schools were among the first batch of pilot institutions in the Sino-German Advanced Vocational Education (SGAVE) , involving 310 majors . Higher vocational schools in Hubei Province cooperate with universities in the United States, Russia, Germany, Canada, Australia, the Netherlands, South Korea, Japan and other countries, and are in line with international standards in terms of teaching models, courses, and materials. The Sino-foreign cooperative education model of higher vocational schools in Shandong Province has shifted from introducing single professional projects to cooperating with Sino-foreign cooperative education institutions with no independent legal persons , which introduces foreign superior professional clusters in batches, promoting the quality of Sino-foreign cooperative education.

20. 3. The scale of Sino-foreign cooperative education programs has steadily expanding (commercial presence) Second, helping going global Chinese enterprises to participate in international capacity cooperation. Relying on overseas Chinese schools, China’s vocational schools continue to deepen cooperation with going global enterprises, customize training plans based on enterprise needs, develop targeted skill training packages, select professional teachers with rich experience and practical abilities to carry out employee training, and cultivate a large number of localized enterprise management talents and technical and skilled talents for the development of the Belt and Road , which is widely recognized by going global enterprises. In 2023 , full-time teachers from higher vocational schools in China went abroad for guidance and training for a total of 449,976 person-days. Those who are from Guangdong, Jiangsu, Hebei, Zhejiang, Chongqing, Shandong, Jiangxi, Henan, Shaanxi, and Sichuan provinces, all conduced training for more than 10,000 person-days . Higher vocational schools in Anhui Province support the development of the BRI, provide training, technology, translation and other services and resources to enterprises, and promote t he high-quality development of its enterprises. Relying on overseas training sites, higher vocational schools in Jiangsu Province focus on cultivating technical and skilled talents with Chinese proficiency, technical capabilities, and understanding of corporate culture of Chinese going global enterprises. Higher vocational schools in Hubei Province has established training bases for countries and regions along the BRI, and work together with going global enterprises there, such as Wisdri Engineering and Research Incorporation Co., Ltd. and Sevalo Machinery Supply Chain CO., Ltd. to cultivate skilled personnel for going global projects.

21. 3. The scale of Sino-foreign cooperative education programs has steadily expanding (commercial presence) From 2010 to 2022, the number of Sino-foreign cooperative institutions in higher vocational colleges increase steadily . There were 15 in 2010, 18 in 2011, and 28 in 2016, up 22% from the previous year. T he number rose to 50 in 2020 . Year Quantity Incre-ment Year Quantity I ncre-ment 2010 ​ 15 2016 ​ 28 5 2011 ​ 18 3 2017 ​ 33 5 2012 ​ 19 1 2018 ​ 35 2 2013 ​ 20 1 2019 ​ 39 4 2014 ​ 21 1 2020 ​ 41 2 2015 ​ 23 2 2022 ​ 50 9

22. 3. The scale of Sino-foreign cooperative education programs has steadily expanding (commercial presence) From 2010 to 2022, the number of Sino-foreign cooperative education projects in higher vocational colleges increased rapidly, from 313 in 2010 to 1,034 in 2022, an increase of 721 from last year . Year Quantity Incre-ment Year Quantity Incre-ment 2010 ​ 313 2016 ​ 744 48 2011 ​ 364 51 2017 ​ 781 37 2012 ​ 480 116 2018 ​ 815 34 2013 ​ 529 49 2019 ​ 868 53 2014 ​ 615 86 2020 ​ 930 62 2015 ​ 696 81 2022 ​ 1034 104

23. 4. Rapid expansion of overseas education (commercial presence) China’s vocational schools fully leverage their advantages, break through the limitations of geological conditions, strengthen exchanges and cooperation with going global enterprises, domestic and foreign universities and educational institutions, and build branches, teaching bases, training centers, industrial colleges and other overseas schools through online dialogues, cloud signing, and offline unveiling. Vocational schools in China focus on enhancing the connotative development of their overseas campuses , improving management, operation and quality assurance mechanisms, and continuously elevating the level of overseas schools. By 2023 , there were 543 Chinses overseas vocations schools with 795 majors and 33, 663 students. The Guangxi Zhuang Autonomous Region has established the China-ASEAN Vocational Education Research Center and set up 10 sub-center research institutions to provide decision-making consulting, promotion and publicity services for exchanges and cooperation in vocational education between China and ASEAN members. Higher vocational schools in Hainan Province explore new models of overseas schools that are in line with the construction of Hainan Free Trade Port and the International Education Innovation Island, and the cloud-based signing for cross-border education projects have begun to take shape. Higher vocational schools in Hunan Province rely on outbound enterprises to cooperate with local governments, industries, schools and enterprises through various forms such as school-enterprise-school, school- enterprise-bank and school-enterprise-government .

24. 4. Rapid expansion of overseas education (commercial presence) By August 2021, a total of 94 Chinese schools opened vocational and technical schools for foreign students , 142 vocational and technical education institutions of various forms were established opened overseas, and 25 Luban Workshops were built in 23 countries . The earliest overseas schooling can be traced back to 2012. Since 2014, the number of vocational schools established by China to foreign students has shown an upward trend. A nd the overseas operation of vocational education reached a peak in 2018 and 2019, with an increse of 30 and 49 respectively. Year Quantity Incre-ment Year Quantity Incre-ment 2012 ​ 2 2017 ​ 38 20 2013 ​ 4 2 2018 ​ 68 30 2014 ​ 5 1 2019 ​ 117 49 2015 ​ 7 2 2020 ​ 132 15 2016 ​ 18 11 2021 ​ 142 10

25. 4. Rapid expansion of overseas education (commercial presence) China’s overseas vocational education programs are carried out in more and more countries , gradually expanding to the five continents with the Belt and Road countries taking a lead . In terms of specific geographical distribution, there are 18 Asian countries, 15 African countries, 5 European countries, 3 North American countries, and 1 Oceania country.

26. 5. The curriculum and instruction s tandards are recognized by foreign countries (commercial presence) China’s curriculum and instruction standards are recognized by foreign countries . In 2017, 1,806 instruction and curriculum standards recognized abroad were developed; in 2019, 595 instruction standards and 3,349 curriculum standards of vocational colleges in China were adopted abroad ; in 2021, the number increased to more than 1,000 and over 6,000 respectively. Year Quantity 2017 ​ 1806 2019 ​ 3994 2021 ​ More than

27. 6. The number of full-time teachers going global increases (mobility of natural persons) The number of higher vocational colleges where full-time teachers provide guidance to going global enterprises for more than 10 person-days has gradually increased, reaching 162 in 2016, 353 in 2017 , and 401 in 2018. There were 876 and 1,400 full-time teachers holding positions in overseas organizations in 2017 and 2018 respectively. Year Number of Institutions New Nncrement 2016 ​ 162 2017 ​ 353 191 2018 ​ 401 48

28. 7. China's Vocational Education continues to bolster its global brand equity F irst, establishing a globally recognized educational brand . A number of overseas vocational education institutions with distinctive Chinese characteristics, such as Luban Workshop , Silk Road School , Zheng He School , Bi Sheng Workshop, Zheng Wen Workshop , Dayu College, and Furong Workshop , have continuously strengthened development and local research capabilities, and played an important role in talent cultivation, teacher and skills training, cultural exchanges, and serving international capacity cooperation, and continue to show the strength of China’s international vocational education to the world. The awarding of the first batch of Luban Workshop Operation Projects further increased the influence and appeal of the Workshop at home and abroad. Tianjin Vocational School has built 21 Luban Workshops in 20 countries . A s the first overseas Luban Workshop, the workshop in Thailand has created a new model for China’s vocational education standards, equipment, and programs to go global. A chievements gained in this project have been highly recognized by the governments of both China and Thailand, and has had a great impact in Southeast Asia and the international community. The Jiangsu Provincial Government has integrated high-quality vocational education resources, steadily implemented the Zheng He Plan for vocational education , and promoted vocational schools and enterprises where conditions permit to go global together , helping BRI countries cultivate talents. Shanghai higher vocational schools, with its advantages as an international metropolis, participate in the People-to-people and Economic Exchange Project of the China Center for International People-to-people Exchange , build Luban Academy and Bi Sheng Workshop with high quality , and promote the global influence of China’s vocational education brand by leveraging its advantegous majors and aligning with international standards.

29. 7. China's Vocational Education continues to bolster its global brand equity Second, building a Study in China brand. I n the face of the complex international situation and the impact of the epidemic, China’s vocational schools have enhanced the precision and effectiveness of international student recruitment and continue to build the brand of Study in China through increasing majors for international students, optimizing recruitment websites, and broadening channels for promotion. In 2023, China’s higher vocational schools accepted 17,019 international students in 1,274 majors . The number of international students in higher vocational schools in Jiangsu, Chongqing, Shandong, Sichuan, Guangxi, Henan, Hebei, Zhejiang, and Guangdong provinces all exceeded 500. Schools in China’s Double High Plan have 655 majors for international students , accounting for 51.41% of the national total, and have 8,766 international students, occupying 51.51% of the national total , making it a main higher vocational school offering majors for international students and accepting international students each year. Secondary vocational schools with foreign students are mainly in Chongqing, Shandong, Zhejiang, Hebei, Beijing . Jiangsu Province has formulated the Guidelines for the Construction of Jiangsu Higher Education Foreign Student Recruitment Websites to promote universities to conduct targeted recruitment promotions, further optimize the stratified composition of foreign students , increase the proportion of foreign students with academic qualifications, and strengthen the Study in Jiangsu brand.

30. 7. China's Vocational Education continues to bolster its global brand equity Third, enhancing the influence of Chinese standards. Chinese vocational education institutions, in alignment with talent development demands, are proactively integrating advanced international industry standards and high-quality educational resources while leveraging their institutional strengths and specialized advantages. By collaborating with domestic and international universities and enterprises, they develop national-level Chinese vocational education standards , international influence through sustained output, joint construction, and shared benefit. As a result, the global influence of Chinese Standards and Chinese Solutions in vocational education continues to increase . In 2023, 5,986 curriculum standards were developed by China’s higher vocational schools and adopted by foreign countries, 3,087 of which were developed by Double High Plan schools, accounting for 51.57% . The first batch of Tanzania National Vocational Standards Development Initiative organized and implemented by the China-Africa Vocational Education Alliance was officially launched. The second batch of standard development projects established 93 occupational standards in multiple industries including construction, manufacturing, breeding, energy, mining, tourism, and chemical industry , and 129 higher vocational schools in China were included . The project targeted key occupational roles in Tanzania’s priority industries, selecting high-quality Chinese vocational standards for localized adaptation. These adapted standards were registered and certified through Tanzania’s national procedures, then integrated into the national vocational education system alongside supporting curriculum frameworks, which guided Tanzanian vocational institutions in talent development . Relying on its own advantages in running schools, 221 curriculum standards developed by higher vocational schools in Guangxi Zhuang Autonomous Region were adopted at home and abroad, an increase of 22.5% over 2022, of which 85% were adopted by ASEAN members .

31. 8. Exploring and Practicing the International Development Model of Vocational Education First, expanding and deepening the Chinese language plus vocational competencies training model . Vocational schools in China actively explore the training path for international students by combining vocational skills training with Chinese language education and integrating professional education with language education, select excellent teachers, and enrich training projects and course resources, effectively improving the vocational skills and comprehensive capbilities of international students. Higher vocational schools in Beijing actively responded to the national call and promoted the development of the Chinese Plus V ocational Education project through intergrating teaching resources, establishing bases and carrying out vocational skills tarining . Shanghai built Chinese Plus Vocational Skills bases, promotion bases, talent training bases, and industrial service bases, and promoted the development of Language-Culture- M ajor projects . Fujian Province explored and promoted the Chinese Plus Vocational Skills talent training model for international students. Through the form of Chinese -M ajor-Culture , it insisted on giving equal importance to professional education and humanistic education, fully integrated Chinese culture, trained overseas technical talents with Chinese proficiency, and carried out people-to-people exchanges . Guangdong Province has improved training for international students and customized the training of local technical talents by building a Chinese Plus Vocational Skills teaching system, compiling bilingual textbooks, and innovating diversified teaching models.

32. 8. Exploring and Practicing the International Development Model of Vocational Education Second, continuing to explore the internationalization alliances of regional vocational education. Vocational schools in China are working to enhance their strength in the world by giving full play to the role of education alliances, aggregating high-quality vocational education resources at home and abroad, carrying out international exchanges and cooperation, and holding international forums. A number of international alliances with regional characteristics, such as the World Federation of Colleges and Polytechnics , the China & Africa (South Africa) Technical and Vocational Education Cooperation Alliance , and the Belt and Road Vocational Education Alliance , have been established and operated, providing a broader platform for Chinese vocational schools to expand exchanges and cooperation with their counterparts in other countries. The World Federation of Colleges and Polytechnics recruits member from universities, enterprises, and industry organizations around the world. The first batch of selected members comes from 93 universities in 32 countries including China, Egypt, Ireland, Australia, Germany, and France, as well as 28 enterprises and 12 industry organizations around the world. Jiangsu Province has established several Sino-foreign school-group cooperation alliances with the United Kingdom, Canada, the United States, Germany and other countries, promoted the integrated development of alliances, created professional academic platform, and launched project activities. Guangdong Province, relying on platforms such as the South China Belt and Road Rail Transit Industry-Education Integration Alliance and the South China Belt and Road Vocational Education Water Conservancy and Electric Power Alliance, held the China - ASEAN Education Exchange Week Water Conservancy and Electric Power Skills International Competition, the Guangzhou-Uzbekistan Vocational Education International Innovation Cooperation Exchange Conference and other activities to promote the international exchanges and cooperation in vocational education. Heilongjiang Province has strengthened two-way interaction and exchange and cooperation in vocational education with countries along the China-Mongolia-Russia Economic Corridor and Northeast Asian countries. Relying on the Belt and Road Vocational Education Alliance covering Heilongjiang, Jilin, Liaoning provinces and Inner Mongolia Autonomous Region , 10 higher vocational schools have jointly carried out high-level Sino-foreign cooperative education projects in the fields of digital economy, bio-economy, ice and snow economy, creative design and other industries.

33. 8. Explore and implement the international development model of vocational education Third, promoting innovation-driven global exchanges and cooperation in vocational education. Digital empowerment, transformation and upgrading, sustainable development , win-win cooperation, skills for poverty reduction , innovative development, etc., are hot topics of global concern. With changes unseen in a century unfolding compounded by the empidemic, China initiated and successfully held the first World Vocational and Technical Education Development Conference, held the first World Vocational College Skills Competition , and the World Vocational Education Industry-Education Integration Online Expo, and issued the initiatives to prepare for the establishment of the World Federation of Colleges and Polytechnics and to create the International Vocational Education Award, building the conferences-alliances-competitions-exhibitions platform and paradigm for international exchanges and cooperation in vocational education. I t actively responded to the concerns of the international community, and promoted the common development of vocational education in China and other countries through exchanges and mutual learning. The White Paper on the Development of Vocational Education in China introduces China’s experience in the development of vocational education, and proposes a Chinese plan and wisdom to the high-quality development of global vocational education and common development of all countries. The first World Vocational College Skills Competition was unprecedented in scale, attracting 293 schools and 988 contestants from 107 countries and regions in five continents, including Asia, Africa, Europe, South America and North America. Chinese and foreign contestants formed teams and competed on the same stage in both online and offline competitions. 179 schools from 33 countries and regions won medals. 37 schools from Bangladesh, Uganda, the Democratic Republic of the Congo, South Africa, Russia, Indonesia, Egypt and China won 69 gold medals , and 28 Chinese schools won 51 gold medals . The world-class competition has built an international platform for teachers and students of Chinese and foreign vocational schools to enhance friendship, exchange skills and show their talents.

34. Dilemma of the Internationalization of Vocational Education under the Background of Deglobalization

35. In the context of globalization, especially under the pressure of deglobalization headwinds, education is no longer confined to national boundaries; it serves a bridge connecting the world. As an important part of the education system, the internationalization of vocational education is relevant to the development of education as well as to the global competitiveness of economies and the international flow of talents. The internationalization of vocational education presents both opportunities and challenges. Chinese vocational education should strike a balance between going global and bringing in. That’s to actively participate in international competition to show the excellenc of China’s education, and humbly learn advanced experience from other countries to improve itself at the same time. Only in this way can China’s vocational education ride the tide of deglobalization and move torward a bright future. Of course, we must be keenly aware of the problems facing the internationalization of vocational education.

36. 1. The overseas consumption of vocational education is small with low quality. The dramatic changes in the international landscape have made BRI countries the main source of international students for China’s vocational education. According to statistics, the number of international students in China exceeded 440, 000 in 2021, over 20, 000 of whom were in vocational schools, accounting for about 5% of the total . T hough enjoying the same educational status as general education, the enrollment scale of international students of vocational education is relatively small due to its insufficient attractiveness. In 2019, over 670, 000 Chinese students pursued overseas studies, with the majority enrolling in general higher education programs . The vocational education study abroad has not yet formed a scale , and it’s mainly in the form of short-term internship training, starkly contrasting with general higher education.

37. 1. The overseas consumption of vocational education is small with low quality . The trend of de globalization adds to difficulties of recruiting international students. T herefore, many vocational colleges, during the international student admission process, often only review applicants’ basic qualifications without further assessment of their capabilities, which may result in enrolled students meeting admission requirements yet struggling with language barriers and poor foundational learning skills, hindering subsequent cultivation efforts. .

38. 2. The commercial presence of vocational education shows uneven distribution. The primary partners in Sino-foreign cooperative education are developed countries, with relatively limited collaboration with developing nations, particularly those along the Belt and Road. The partner in these collaborations are mainly concentrated in North America, Oceania, and Europe, accounting for over 80% of the total. In contrast, there are only 65 Sino-foreign cooperative education institutions and programs established with BRI countries, representing a relatively small proportion. This concentrated distribution of cooperative partners has resulted in insufficient diversity in the introduction of vocational education resources.

39. 2. The commercial presence of vocational education shows uneven distribution. China’s overseas vocational education institutions are primarily concentrated in BRI countries , yet exhibits significant regional disparities. Southeast Asia and Africa demonstrate strong er demand for China’s vocational education resources, consequently receiving the largest share of vocational partnerships from China.

40. 3. The flow of natural persons in vocational education lacks stability. As of 2020, there were approximately 900,000 foreign workers in China, with about 50% engaging in education. Among them, 67,100 foreign teachers were employed by Chinese educational institutions, primarily in general education . In contrast to the stable, long-term collaborations with foreign teachers in general education, the proportion of foreign teachers working in vocational education is small with insufficient stability . Take Shanxi Province for example, it used to be a higher vocational college with 3 foreign teachers. B ut 2 of them left in a short period of time.

41. 3. The flow of natural persons in vocational education lacks stability. In terms of the movement of natural persons in vocational education, unlike general education, the primary flow consists of domestic full-time teachers providing guidance and conducting training abroad , demonstrating features of short-term duration and flexibility .

42. 4. Vocational education faces practical challenges in cross-border delivery. The virtual and internet-based nature of cross-border delivery makes it more challenging to conduct regulation . Degrees, diplomas, or credit certifications issued through online education or distance learning programs often face recognition and transfer restrictions, or even outright rejection across different countries, hindering the development of China’s cross-border vocational education services. However, with China’s rapid advancements in Internet Plus initiatives, mobile payments, 5G, and artificial intelligence as well as the accelerated development of MOOC (Massive Open Online Courses) and high-quality online courses, expanding transnational online and distance education is inseparable from the internationalization of China’s vocational education.

43. China’s Choice for the Internationalization of Vocational Education in the New Era

44. The internationalization of vocational education in China began with learning and adopting the models and advanced expertise from developed countries such as Germany, the UK, and Australia . Building on this, China has explored practical pathways suited to its conditions. Through years of development, it has contributed Chinese wisdom, experience, and solutions to the development of vocational education across the world, showing a positive image of contemporary China. Practice has demonstrated that the internationalization of China’s vocational education is inevitable to pursue further reform and development through open cooperation. To build China into a leading country in education, the internationalization of vocational education needs to strike a balance between attracting global excellence and advancing China’s vocational education overseas . By effectively utilizing world-class educational resources and innovative elements, China will further solidify its position as a globally influential hub of education.

45. At the opening ceremony of the 5th China International Import Expo, General Secretary Xi Jinping pointed out, “ China stays committed to the foundamental national policy of opening up and the open strategy of mutual benefit and win-win , upholds the right direction of economic globalization and enhances the synergy between domestic and international markets and resources , continuously providing new opportunities brought by China’s new development for the world with to advance an open world economy.” In terms of the opening up of education , General Secretary Xi Jinping pointed out, “ To advance educational modernization, China must steadfastly uphold its opening up policy, strengthening mutual inclusiveness, mutual learning, and interconnectedness with all countries worldwide .” The opening up of education is an important part of China’s reform and opening up. Opening up follows the trend of the times, and cooperation is essential for development. Promoting the high-level opening up of vocational education will provide strong support for building China into a leading country in education, which is a glorious mission and major responisbility that rests on our shoulders. Since the 18th CPC National Congres, General Secretary Xi Jinping has declared China’s committmet to further opening its education sector to the outside world on a series of major international and domestic occasions, and has made important instructions.

46. 1. Holistic deployment should be carried out at the macro level. Facing profound changes unseen in a century, the international landscape is undergoing significant transformation. Thanks to China’s rapid development, the trend of East rising and West declining has become a defining feature of the times . Vocational education possesses inherent advantages in international exchanges and cooperation as shown in focusing on skills, minimizing sensitivities, and boosting employment. It serves as a vital driver in breaking through the U.S. - led Western suppression, supporting the strategy of building China into a leading country in education , improving the nation’s overall diplomatic framework, and facilitating the global growth of Chinese enterprises . Building China into a leading country in education means strengthening its competitive advantages, shoring up weak links, demonstrating confidence in education, refining its distinctive features, and advancing its modernization model within a global context and through international benchmarking. To this end, China should formulate strategies and policies aligned with both national development goals and global labor market demands. It must deepen international exchanges and cooperation in this field, promote the alignment and benchmarking of vocational education standards, integrate into international certification and accreditation systems, and work in tandem with other countries to internationalize vocational education.

47. 1. Holistic deployment should be carried out at the macro level. 1. Strengthen Top-Level Design and Institutional Support On one hand , enhance the planning for the internationalization of vocational education, optimize project allocation, and advance initiatives in a steady and orderly manner to avoid clustering and redundant construction. On the other hand, strengthen the supervision and evaluation of overseas programs of vocational education to ensure lawful and compliant operations, improving quality and efficiency. What’s more, guide provinces where conditions allow to establish policy frameworks covering personnel deployment, overseas equipment management, and diversified funding aligned with the Belt and Road Initiative and local industrial strengths, thereby systematically promoting overseas ventures by domestic vocational institutions.

48. 1. Holistic deployment should be carried out at the macro level. 2. Focus on Serving International Production Capacity Cooperation Wherever industries develop, vocational education must follow with tailored services. As Chinese enterprises going global for international production capacity cooperation serves as a strategic pillar of national development, vocational education should meet their talent demands, establish an integrated education system that combines skill training with academic advancement, and to cultivate a high-caliber local workforce that is proficient in Chinese, culturally literate, and technically skilled to facilitate the localization of Chinese enterprises abroad .

49. 1. Holistic deployment should be carried out at the macro level. 3. Build High-Quality Cooperation Brands In line of the principle of optimizing existing programs while developing new ones, it is essential to review the experience of current international cooperation in organizational leadership, coordination mechanisms, quality control, think tank development, and risk prevention. Building on outcomes and experience of initiatives such as the Luban Workshop, Chinese Language Workshop, and Modern Craftsman Academy, we will innovate educational models and collaboration approaches. This will promote the establishment of a tiered overseas education system with Luban Workshop cooperative programs as the foundation, overseas colleges of applied technology as the intermediate tier, and overseas universities of applied technology as the advanced tier, enhancing China’s vocational education capacity in global education governance.

50. 1. Holistic deployment should be carried out at the macro level. 4. Establish Multilateral Cooperation Platforms On one hand, making full preparations for the World Vocational and Technical Education Development Conference. We will establish the World Vocational and Technical Education and Training League in line with the principles of high starting point, high standards, and high quality, and advance the nomination, selection, and awarding of international vocational education awards to comprehensively enhance the influence, appeal, and shaping power of China’s vocational education. Om the other hand, leveraging the role of China-ASEAN Vocational Education Development Forum, China-Eurasia Expo International Forum on Education, BRICS Vocational Education Alliance and other regional institutional platforms, contributing to build a closer vocational education community.

51. 1. Holistic deployment should be carried out at the macro level. 5. Deepen International Exchanges and Cooperation China can establish stable and long-term cooperative relationships, develop cooperation frameworks and mechanisms, and promote exchanges and cooperation with schools and organizations in other countries by signing cooperation agreements and MOU , carrying out student and teacher exchange programs as well as research cooperation, and jointly formulating standards and guidelines . This will ensure the quality and effectiveness of cooperation and exchange programs and ultimately elevate both the standards and global competitiveness of China’s vocational education system.

52. 1. Holistic deployment should be carried out at the macro level. 6. Integrate into International Certification and Accreditation Systems The government should actively encourage and support vocational schools in participating in international certification and accreditation systems, which will align Chinas vocational education with globally recognized standards, thereby enhancing its international reputation and recognition. Furthermore, incentives and preferential treatment should be provided to organizations engaged in these international certification processes through formulating supporting policies and measures.

53. 2. P roject -based cooperation should be carried out to forge premium international vocational education programs at the meso level. P roject -based cooperation, which turns collaborative content into specific projects and tasks, enhance participants’ problem-solving capabilities in a problem-oriented and mission-driven approach. Currently, China’s international vocational education cooperation are mainly carried out in three forms, namely joint colleges, joint universities, and joint projects . Among these, project cooperation has emerged as the predominant model as it aligns well with the current conditions for the internationalization of vocational education and fulfills the tasks set in the Implementation Plan for Advancing the Education Powerhouse Initiative during the 14th Five-Year Plan . Consequently, it is imperative to further leverage the advantages of project-based cooperation by advancing transnational projects, cross-border student exchanges, international standard certifications, and collaborative research initiatives.

54. 2. P roject -based cooperation should be carried out to forge premium international vocational education programs at the meso level. 1. Promote Transnational Project Cooperation Vocational institutions can collaborate with foreign schools or relevant partners to carry out projects and jointly develop curricula as well as teaching materials and methods. Through skills training programs for multinational corporations, overseas campus establishment projects, and other representative projects can facilitate the sharing of educational resources across the world, and enhance teaching quality and global competitiveness.

55. 2. P roject -based cooperation should be carried out to forge premium international vocational education programs at the meso level. 2. Carry out Cross-border Student Exchange Programs Vocational schools can cooperate with foreign schools, enterprises or relevant institutions to establish vocational education exchange programs, encourage students to participate in overseas internships, exchanges and learning activities, provide them with opportunities to take part in international internships or short-term training, help them gain experience in cross-cultural exchanges and global vision, and enhance their international competitiveness.

56. 2. P roject -based cooperation should be carried out to forge premium international vocational education programs at the meso level. 3. P articipat e in International Standard Certification Programs Vocational schools can obtain international accreditation to align their curricula and teaching methods with global standards, thereby delivering more competitive education while facilitating its integration into international systems and increasing opportunities for global cooperation.

57. 2. P roject -based cooperation should be carried out to forge premium international vocational education programs at the meso level. 4. ExplorE International Cooperative Research Projects Vocational institutions should establish joint research programs with overseas research organizations, educational institutions, and enterprises to address common challenges in vocational education, facilitate the sharing and exchange of educational resources , drive innovation and reform of vocational training systems, and enhance both educational quality and global competitiveness.

58. 2. P roject -based cooperation should be carried out to forge premium international vocational education programs at the meso level. 5. Digital Empowerment of the Internationalization of Vocational Education First of all, enhancing professional competencies of teachers and students. Digital technologies enable teachers to learn about educational models and teaching methods of other countries, broaden their horizon, and improve their teaching effectiveness and professional competence through international exchanges and training programs. For students, digital technologies facilitate the access to practical experience and vocational skills, strengthen their project management and problem-solving capabilities as well as innovative thinking, laying a solid foundation for career development. Secondly, meeting the needs of global employment markets. Digital empowerment of the internationalization of vocational education allows students to access global job market information and opportunities, and obtain targeted support and guidance via online recruitment platforms and international career exchange initiatives, boosting their competitiveness in the international employment market.

59. 3. Multi-stakeholder collaboration for sustained competitive edge at the micro level Against the backdrop of economic globalization and rapid technological advancement, the internationalization of vocational education has become a critical pathway to enhance educational quality and cultivate talents meeting the demands of international market. Advancing the process not only helps students broaden their global perspectives and acquire cutting-edge technologies and concepts, but also strengthens the competitiveness of China’s vocational institutions in the global education arena, thereby providing robust talent support for the industrial upgrading and international cooperation of China.

60. 3. Multi-stakeholder collaboration for sustained competitive edge at the micro level 1. Develop an Internationalized Curriculum System As the core of vocational education, curriculum systems require reform and optimization to advance its internationalization. On one hand, internationally recognized occupational standards and industry norms should be integrated into course content. For instance, nursing programs enable students to master both domestic skills and global industry trends by incorporating advanced international certification standards and requirements , thereby enhancing their employment competitiveness worldwide. On the other hand, institutions should offer globally-oriented courses like international business etiquette and cross-cultural communication to help students learn about customs and business protocols of other countries, improving their cross-culture communication skills. Furthermore, international curriculum collaboration should be actively pursued through partnerships with renowned foreign vocational institutions. This involves co-developing courses, sharing teaching resources, and jointly designing syllabi and teaching materials to better integrate international and localized content. For example, collaborating with German vocational colleges to create intelligent manufacturing courses will combine Germany’s advanced vocational education concepts with China’s manufacturing needs, ultimately cultivating highly skilled talents.

61. 2. Build an Internationalized Faculty Team It is essential to develop a faculty team with global perspectives and professional expertise as teachers serve as the cornerstone of the internationalization of education. Schools should enhance international exchange and training programs for teachers , such as regular overseas study visits at leading foreign vocational schools. For instance, mechanical engineering instructors can be sent to vocational institutions in manufacturing powerhouses like Germany or Japan to acquire advanced teaching methods and practical skills. Upon returning, these teachers would integrate their newly gained knowledge into classroom instruction to elevate teaching quality. Meanwhile, schools should actively recruit foreign faculty with international educational backgrounds and rich industry experience . These instructors bring with them different teaching concept and methods, enriching teaching content and classroom dynamics. Additionally, inviting international industry experts to deliver lectures and workshops will expose both faculty and students to cutting-edge industry trends and technologies worldwide, thereby broadening their professional horizons. 3. Multi-stakeholder collaboration for sustained competitive edge at the micro level

62. 3. Enhance International Exchange and Cooperation among Students Providing more international exchange opportunities for students is important for advancing the internationalization of vocational education. Institutions should establish student exchange programs with overseas vocational colleges , enabling students to go aboard on short-term or long-term study. For instance, students majoring in tourism management could be selected to study in Swiss hotel management schools to learn the advanced international hotel management mode and their service concepts, so as to enhance both professional competencies and global perspectives. Students are encouraged to participate in international vocational skill competitions and compete with students from other countries. These events not only allow students to demonstrate their technical expertise but also expose them to global technological standards and competition benchmarks, helping identify shortcomings and motivating continued learning. Furthermore, institutions should organize international internship programs, facilitating practical training at foreign enterprises to accumulate global work experience and strengthen employment competitiveness. 3. Multi-stakeholder collaboration for sustained competitive edge at the micro level

63. 4. Establish International Joint Education Programs International collaborative education serves as a vital pathway to advance the internationalization of vocational education. China’s vocational institutions can partner with foreign schools or enterprises to establish Sino-foreign cooperative programs for cultivating globally competent professionals . For instance, through collaborating with Australian vocational colleges to develop a joint automotive repair technology program, we’re able to introduce Australia’s curriculum system, teaching methods, and faculty resources to train automotive technicians based on international standards. The implementation of joint programs must focus on quality by establishing a robust teaching quality monitoring system . This ensures the programs meet both international benchmarks and domestic requirements, producing highly skilled graduates with global competitiveness. Additionally, maintaining effective communication and coordination with foreign partners is essential to address operational challenges and promote the sustainable development of cooperative education initiatives. 3. Multi-stakeholder collaboration for sustained competitive edge at the micro level

64. 5. Strengthen the Sharing of Educational Resources across the World In the digital era, enhanced global sharing of educational resources promotes the internationalization of vocational education. Vocational institutions should leverage internet technologies to establish international resource-sharing platforms , enabling the exchange of high-quality course materials, teaching case studies, and academic research achievements, and facilitating the sharing of domestic and international educational resources. For instance, institutions can record their flagship courses as online programs for international students, while simultaneously accessing advanced foreign teaching materials to enrich their own curricula. Furthermore, it is essential to take part in international vocational education alliances and organizations to strengthen exchange and communication with international counterparts. Through engagement in alliance-organized activities, China’s schools can stay abreast of latest global policies and trends in vocational education, share experience, and elevate their international. 3. Multi-stakeholder collaboration for sustained competitive edge at the micro level

65. Conclusion The internationalization of vocational education serves as an effective channel for promoting Chinese culture and deepening global exchanges and cooperation. It holds practical importance for renewing mindsets, enhancing international reputation and influence, breaking down educational barriers, strengthening global competitiveness, and driving industrial upgrading. Through years of exploration, the internationalization of vocational education has made substantial contributions to the continuous and in-depth promotion of China’s ties with the world and the Belt and Road cooperation. It has provided vocational training and career development opportunities for students worldwide. Looking ahead, the internationalization of vocational education will be critical for China to build itself into a leading country in education, and serve as bridge for promoting youth employment and living standards in BRI countries and for strengthening economic, trade, and cultural exchanges between China and other countries.

66. Thank you!