The Study on the Change of School-enterprise Cooperation Policy in China’s Vocational Education

Abstract

The models of school-enterprise cooperation for vocational education in China, Europe, and the United States are compared in this paper. The development of the workforce, teacher preparation, and skilled labor are the main concerns. An extensive evaluation of the literature and case study analysis was used to perform the research. According to the findings, there are certain parallels and variations between the school-enterprise cooperation models in China, Europe, and the United States. For the analysis of this research, a sequential mixed technique (qualitative and quantitative) study was conducted. Information was acquired from the targeted set of university faculty members via a questionnaire. Delphi questionnaires were used twice to conduct the study. Information was acquired from the targeted set of university faculty members via a questionnaire. Delphi questionnaires were used twice to conduct the study. Data from the semi-structured interviews for the qualitative study were collected via a Delphi survey, and 14 nodes and six themes were then generated. The study's most important findings included the following: social and economic development, employee motivations, short-term training programs, support for industrial development, and information technology as a tool for knowledge dissemination and for developing learning opportunities for vocational education. For further debate, this study also identified these consensuses across the targeted populations of faculty of vocational institutions (China, Europe, and America). This study's insights on the school-enterprise cooperation models of vocational education in China, Europe, and the United States could help shape policy and increase the efficacy of this field of study.