Work-based learning in the Chinese VET System

1. Work-based learning in the Chinese VET System Prof.Dr.Xu Han Director of the Institute of Vocational und Technical Education, Shenyang Normal University

2. Introduction Investments into VET 1995-2002 (Yang Jintu 2005)

3. Methods • the evaluation of reform programmes, which were presented to the Chinese government • the analysis of relevant literature in this field. • is complemented by own research experiences in field of implementing pilot projects and experiments in the Chinese province of Liaoning.

4. Findings 1. Alternating duality as a legal foundation in vocational education in secondary schools This educational model aims at providing apprentices with professional skills and competence.

5. The process of implementing the concept of the alternate dual educational training into practice is characterised by the following difficulties. (1) vocational education lacks examination regulations as well as a proper definition of job descriptions, which are necessary for the implementation of an academic curriculum.

6. (2)as a consequence, `learning by doing` is subordinate to the managerial or economic interests in cheap labour that impedes a more in-depth, systematic vocational training. (3)both, teachers in vocational school, as well as the responsible training supervisors in the companies are inadequately prepared for these tasks

7. Conclusion • As a strategy of reform, it would be necessary to qualify teachers and trainers in order to implement a systematic and well structured vocational training programme on the basis of a stringent concept of vocational curriculum design. In order to implement such a concept, the co-operation between vocational schools and the training companies is necessary.

8. The reform has to include the learning potentials in the workplace curriculum. This requires a domain specific qualification research as a basis for the development of modern integrative core professions. • it is necessary to implement the concept of learning during the work process.

9. This concept ensures that apprentices are involved in the work process as well as in the process of organisational development. Vocational teachers are responsible to guide this learning process and to create an environment that supports trainees to reflect and communicate working conditions and experiences.

10. 2.Establishing vocational training centres • The national reform programme provides large resources for the establishment of vocational training centres in order to build up work-based learning as a part of vocational education. Vocational training centres can be implemented without complicated co-ordination processes as part of state vocational training.

11. The expected disadvantages are: (1)the distance between vocational training and the job market (2)a disentanglement of practical education from work processes and organisational development. (3)a further drawback of companies from their original role in vocational training.

12. Conclusion: • The strategic aim of building up vocational training centres is to reinforce and improve on-the-job-training, while, at the same time, it promotes a considerable drawback of companies from their original responsibility in apprenticeship. Only if vocational training centres are complementary to existing forms of vocational education, they could become an important element in the Chinese VET reform

13. 3. "Production schools" and school-based practice firms (1)schools with integrated production areas “production schools” Usually, companies and vocational schools support the build-up of production areas within schools according to the model of “production school”. Here, the approach of vocational education is very similar to the concept of work-based learning but nevertheless cannot completely substitute for it.

14. 2. Practice firms • In order to give insights into the working environment and to strengthen on-the job-training, vocational training schools set up practice firms, where both industrial and office work can be simulated in a realistic manner.

15. Established vocational disciplines and a good equipment are required, in order to fulfil the conditions of handling realistic official offers. During this simulated work process, teachers take the role of project managers in the sense of company managers.

16. This has the advantage that students get a deeper understanding of the problems related to working environments and work processes. To finally meet the requirements of a systematic integration of work assignments into a vocational curriculum, an integrated work-process oriented didactic is needed.

17. Conclusion • The establishment of practice firms and “production schools” is the result of initiatives made by vocational schools and their co-operation partners and leads to work - process oriented learning. However, it cannot replace a system of dual VET. The raise of “production schools” also corresponds to the trend of the Chinese economic development, where companies tend to concentrate on their individual core businesses.

18. Summary and conclusion The development of the Chinese vocational educational system faces a turning point where it still has to be shown whether Chinese companies are willing to open up to a more effective form of alternating dual VET. The reform and all efforts taken so far do have the potential to lead trainees from novices to expert in their individual vocations, and also to enable them to pursue a further academic career. That way, the attractiveness of vocational education can be considerably increased.

19. Thank You!