Industry Policy Brief
Industry Policy Brief
Chinese Policy on Non-vocational Training Centers
The Chinese policy towards education and vocational training institution requires that every student undergo the compulsory curriculum, which is offered free by the government. A child goes through the system in preparation for its future goals. On reaching grade 9, the child is ready to join either an institution of higher learning or a vocational institution (Directorate for Education and Training Policy Division 2). The requirement is that students that perform under the upper quarter join institutions of higher learning while the rest enroll in the vocational schools at different levels. These centers provide students with an opportunity to acquire specialized skills to meet demands in the job market. Among the primary duties of the government is to ensure that the teachers are highly equipped with current knowledge in order to incorporate all aspects of technological development.
Promoting Development in the Sector
The current government policy has prompted the development of the sector in various ways. For instance, offering free and compulsory education has helped increase the number of students eligible to work in different sectors in many industries. The government ensures that those enrolled in special skills training have a personal interest in advancing knowledge in particular areas through policies such as three quarter system, hence promoting its development. From another perspective, the government insists that the institution bring trainees closer to employers, thus increasing the viability of the institution. With the policy in mind, employers are able to interact positively with their employees and implement frameworks that contribute to the positive performance of their respective enterprises. Since the aim of these programs involves the incorporation of skills and aptitudes that are necessary for competing in the current market, vocational training programs will enable employers and employees to collaborate, share knowledge, and implement programs that actually enhance the competitive edge of these enterprises. Furthermore, these programs necessitate considerable focus on advancing the portfolio of skills that the current Chinese workforce possesses in relation to the prerequisites that are emphasized within the global market. Ensuring that the educators in the institution use the latest technology and are up to date with the information regarding their sector helps to boost the wellbeing of such centers. The policy ensures that the knowledge gained by the end of the course is valid and applicable to the job market.
Aside from this, the policy in question promotes further development in the sector by allowing avenues aimed at investing in training and education input their respective knowledge within the respective system. Accordingly, the Chinese government already has in place a policy that encourages and permits international organizations and persons to invest in non-academic vocational education (Wu 323). In this respect, the Chinese education sector can draw upon the information and experience attained from other countries as far as non-academic vocational training is concerned. In addition to this, knowledge derived from the investment of foreign individuals and organizations will enhance the sector by establishing a trained workforce that is connected to local and global markets.
Positive Impacts. The policy implications to China’s international economic partners are positive. The policy is affirmative since China offers an education that is market-oriented, and prompts the advancement of skills in the job industry. As such, learners become aware of organizational challenges and understand the methods used to run institutions. Accordingly, the international economic partners easily venture in China to access services such as labor, even from the fresh graduates (Morgan 6). The move opens an avenue of initiating trade of different goods produced in various sectors. Prior to this, vocational education relied heavily on the influence of external market forces that mostly constituted administrative orders and government plans. Nonetheless, the present market framework has incentivized the development and progression of training and instruction in enterprise organizations. Foremost, enterprises are currently dependent on the quality of skills exhibited by their employees as well as technological development (Morgan 6). As such, they necessitate hard work as far as the provision of training to their labor force is concerned. After all, the main objective is to ensure that trained employees possess the quality of skills necessary to gratify the needs and demands of market competitiveness.
Negative Impacts. A primary disadvantage of the policy is variation in educational quality for students undertaking the same course in different provinces. The quality of education gained by the student in the program is dependent on the available resources and the provisions offered at the institution regarding one’s specialty (KPMG 8). Different companies provide unique training programs focusing on certain vocational areas. In other circumstances, coordination of activities becomes a challenge, and most students and organizations are reluctant to offer vocational training. As such, development of sound policy in this perspective becomes a challenge. Nevertheless, the advantage of such a practice is the diversification of knowledge. In essence, the training offered in China is variable and many problems can be solved quickly where necessary. Sharing of expertise also becomes an important consideration since every student ends up with unique skills.
While the policy illustrates the importance of implementing a variation of training programs and frameworks for members of the Chinese population, it also illustrates the significant challenges that will be experienced in the administration and management of the respective system. Indeed, the policy is viewed in a positive manner because it rationalizes vocational instruction in China and enhances the skill quality of the Chinese labor force to admirable local and international standards. Furthermore, the massive population as well as the ranges in instruction frameworks necessitates the implementation of such a structure in the first place. However, these varieties solely necessitate the implementation of frameworks that will positively manage the respective programs.
Implications of the Policy
the competitors, the implication is that they
face stiff competition due to the presence of many people who are qualified
with diverse skills ready to join various industries. As aforementioned,
vocational education in the present Chinese system places significant emphasis
on the quality of skills possessed by employees as well as the degree of
technological development. As an outcome, enterprises focus considerably on the
provision of training and instruction to employees with the core objective
being to attain considerable levels of competitive advantage as well as achieve
the ability to satisfy the expansive Chinese market. Production will be enhanced as well as the quality and quantity
of the products produced since the students are
taught about the latest technology. In an effort to increase efficiency
as far as production is concerned, vocational education accentuates the
incorporation of sophisticated equipment as well as progressive technology
hence necessitating further training (Wu 321). With this, the policy will be
capable of influencing production in a positively considerable manner by
enhancing manufacturing outcomes via increased productive efficiency. Competitors,
therefore, will have to enhance their
potential substantially to remain relevant and competitive in China.
Directorate for Education and Training Policy Division . Vocational Education and Training in China Strengths, Challenges and Policy Options. The Organization for Economic Co-operation and Development, 2010.
KPMG. Education in China. KPMG, 2010.
Morgan, John. “Education Policy in China.” The Online Journal of the China Policy Institute, 2016, https://cpianalysis.org/2016/09/09/education-policy-in-china/. Accessed 16 May 2018.
Wu, Jianqiang. “Vocational Training in the People’s Republic of China.” Research in Post-Compulsory Education, vol. 1, no. 3, 1996, pp. 311-327.
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