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Vocational Education

    A History of Vocational Education Development in China
The earliest vocational education in China may be traced back to the industrial education in the 1860's more than l30 years ago. The main content of vocational education at that period (late Qing Dynasty) was to study western technology and train manpower with practical skills. The "Schooling System of 1902" laid down a set of systematic regulations for vocational education, while the "Chinese Vocational Education Society", which was established in l917, set the precedence of joint provision of vocational education by the education sector and the industrial sector in China. However, the slow economic progress and backward industry hampered the development of vocational education in China before 1949. At that time, there were only 561 secondary technical schools with an enrollment of 77,000 students and 3 schools for training skill workers with an enrollment of 2700 students. The total enrollment in secondary vocational schools represented only 4.2% of the total students population in secondary schools.


During the 50 years since the founding of the People's Republic of China in l949, vocational education underwent a process of adjustment, rectification, substantiation, reform, improvement and steady development. In the 1950's, to meet the needs of economic expansion, thousands of specialized secondary schools (SSSs) and skill worker schools were set up while in the 1960's the training of manpower badly needed in all sectors of the society was accelerated and agricultural secondary schools and other vocational schools developed rapidly. However, the normal pace of development of Chinese vocational education was seriously affected by the outbreak of the culture revolution.


Since China entered a new historical era of reform and opening to the outside world in 1978, Chinese vocational education has been injected with tremendous vitality for development. In 1980, formulated by the Ministry of Education (MoE) and the State Bureau of Labor and ratified by the State Council, the " Report on the Structural Reform of Secondary Education" pointed out that the structure of secondary education should be reformed and vocational education be developed so as to enable the senior secondary schools to meet the needs of socialistic modernization construction. In 1985,the CPC Central Committee promulgated the "Decision on the Structural Reform of Education", clearly laying down that a vocational education system with rational structure and different stages from junior level to senior level which could match the industrial sectors and link up with regular secondary education should be gradually established. Then in l991, the State Council formulated the "Decision on Energetically Developing Vocational and Technical Education" identifying the tasks and objectives for the further development of vocational education in the light of economic and social development in the 1990's in China. The " Outline on Reform and Development of Education in China" drawn up by the CPC Central Committee and the State Council in 1993 required governments at various levels to attach great importance to vocational education, make overall plans and energetical develop vocational education. The outline aimed at mobilizing the initiatives of all departments, enterprises, institutions and all quarters of the society to provide vocational education of multiple forms and various levels. In 1996, the first "Vocational Education Law" in China was formally promulgated and implemented, providing legal protection for the development and perfection of vocational education. A year after, in the "Report of the 15th National Congress", President Jiang Zeming pointed out that the strategy of invigorating China through science, technology and education and keeping sustainable development should be implemented and vocational education and adult education of various forms should be actively developed. The "Decision on Deepening Educational Reform and Promoting Quality Education " the State Council in 1999 emphasizes that an educational system adapting to the socialistic market economy and the internal law of education with different types of education linking up to each other should be established, and that vocational education should be energetically developed and senior secondary education including regular and vocational education should also be vigorously developed. All these policies, regulations and laws have not only created an unprecedentedly good social environment for the development of vocational education, but also show the direction for the reform and development of vocational education in the 21st century.


The System of Vocational Education and Its Development  
The system of vocational education consists of education in vocational schools and vocational training.


Vocational education in China is provided at three levels: junior secondary, senior secondary and tertiary.


Conducted mainly in junior vocational schools and aimed at training workers, peasants and employees in other sectors with basic professional knowledge and certain professional skills, junior vocational education refers to the vocational and technical education after primary school education and is a part of the 9-year compulsory education. The students in secondary vocational school should be primary school graduates or the youth with equivalent cultural knowledge and its schooling lasts 3 to 4 years. To meet the needs of labor forces for the development of rural economy, junior vocational schools are mainly located in rural areas where the economy is less developed. At present, there are 1,472 such schools with the enrollment of 867,000 students.


The secondary level mainly refers to the vocational education in senior high school stage. Composed of specialized secondary schools, skill workers schools and vocational high schools, and as the mainstay of vocational education in China, secondary vocational education plays a guiding role in training manpower with practical skills at primary and secondary levels of various types.


Consisting of secondary technical schools and normal schoo1s, specialized secondary schools enroll junior high school graduates with a schooling of usually 4 years and sometimes 3 years, A few specialities are open only to senior high school graduates with the schooling lasting 2 years. The basic tasks of these schools are to train secondary-level specialized and technical talents for the forefront of production, and all the students should master the basic knowledge, theory and skills of their speciality in addition to the cultural knowledge required for higher school students.


Aiming at training secondary-level skill workers, skill worker schools enroll junior high school graduates and their schooling lasts 3 years. Quite capable of practicing and operating, their graduates will directly be engaged in production activities.


Developing on the basis of the structural reform of secondary education after China adopted the policy of reform and opening to the outside world and directly coming from the reorganization of regular high schools, vocational high school enrolls junior high school graduates and its schooling lasts 3 years. Its main task is to train secondary-1evel practice-oriented talents with comprehensive professional abilities and all-round qualities directly engaged in the forefront of production, service, technology and management. Accordingly, the specialities offered in vocational high schools are mainly related to the third industry.


In 1998, there were altogether 17,090 secondary vocational schools (including vocational high school, specialized secondary schools and skill workers school), with the enrollment of 11,460,000 students and the recruitment of 422,900,000 students.


With the schooling lasting 2 to 3 years, tertiary vocational education mainly enroll graduates from regular high schools and secondary vocational schools. In recent years, the proportion of graduates form secondary vocational schools has been increased, establishing the link between secondary and tertiary vocational education gradually. Aiming at training secondary and high - level specialized technical and management talents needed in the economic construction, tertiary vocational education emphasiz6s the training of practice-oriented and craft-oriented talents. At present, institutions providing tertiary vocational education are divided into five categories. The first is the 30 higher vocational technology colleges, with the enrollment of 149,000 students; the second is the 101 short-circle practice-ori