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2 Liu Huan Author International Student Education Center Chiang Rai Rajabhat University Editors Prawet Wetcha Priroj Doungnakhorn Boonchob Chantapoon Thuschai Chansa Yiching Saejao
3 Liu Huan Author International Student Education Center Chiang Rai Rajabhat University Guarantee Sahatthaya Sitthiwiset Director of International Student Education Center Sornchai Mungthaisong President of Rajabhat University Chiang Rai.
i Preface In the context of rapid global industry evolution and continuous technological advancement, vocational education, as a key link in cultivating the skills and expertise required by the workforce, is crucial to the prosperity and development of modern economies. This report provides an in-depth analysis of the vocational education systems in China and Finland. The two countries are known for their unique educational frameworks and have each adopted their own strategies to adapt to the challenges of globalization and rapid technological developments. By comparing the different approaches of China and Finland in terms of vocational education structure, curriculum content, teaching methods, quality assurance, school-enterprise cooperation, teacher team building, international cooperation, modern technology application, employment situation and coping strategies for future challenges, this paper The report aims to provide a comprehensive perspective on the current status and future trends of vocational education in both countries and how they are prepared to meet the challenges posed by globalization and technological advancement.
ii About the author Liu Huan Education background Doctorof Education(Educational Administration and Education Leader) Master of Philosophy (Philosophy of Science and Technology) Bachelor of Engineering (Textile Engineering) Work experience Dehong Vocational and Technical College (Teacher) Honghe Vocational and Technical College (Teacher)
a Table Preface ................................................................................................................................i About the author.............................................................................................................ii Table.................................................................................................................................. a 1. What are the similarities and differences in the structures of higher vocational education systems in China and Finland? How do each of them meet the country's educational needs and economic development? ...................................................................................................................................1 2. What are the differences in the content of vocational education courses and the proportion of practical teaching and theoretical teaching between the two countries? What are the significant differences in teaching methods? ............................................................................................... 4 3. How do China and Finland ensure the quality of vocational education? What are the different approaches between the two countries in assessing student abilities and educational outcomes?............................... 7 4. What important policies and regulations do the two countries have in promoting the development of higher vocational education? How effective are these policies and regulations in actual implementation? 10 5. How do China and Finland promote cooperation between schools and enterprises? How well do students obtain internship opportunities in vocational skills training? ...................................................................................13 6. What are the strategies and requirements for the construction of vocational education teachers in both countries? How to ensure the quality of teachers?.............................................................................................17 7. What international cooperation projects do China and Finland have in vocational education? How effective are these projects? .........................21 8. How do the two countries apply modern technology and innovative methods to vocational education? What are some success stories? .....24 9. What is the employment rate of vocational education graduates in China and Finland? What are the characteristics of employment fields and career paths? ........................................................................................................27 10. Facing the challenges of globalization and technological progress, what is the future development trend of vocational education in the two countries? How are they prepared to deal with these challenges? ........30
b After-class exercises and reference answers.........................................................35 Back cover......................................................................................................................40
1 1. What are the similarities and differences in the structures of higher vocational education systems in China and Finland? How do each of them meet the country's educational needs and economic development? Although the higher vocational education systems in China and Finland both aim to meet the country's educational needs and support economic development, they have some significant similarities and differences in terms of structure, implementation methods, and connections with industry. Education system structure: In China, higher vocational education is mainly provided by vocational colleges and technical colleges, which provide education at associate (3 years) and undergraduate (4-5 years) levels. China's vocational education focuses on practical skills training, aiming to quickly respond to market demand and cultivate graduates with practical skills. Finland's vocational education system offers comprehensive and flexible educational pathways designed to provide students with a seamless transition
2 from primary to higher education. Finnish vocational education emphasizes learner centres, workplace learning and personalized learning plans. To meet national educational needs and economic development: China's higher vocational education focuses on supporting the country's industrialization and modernization process. It emphasizes cooperation with industry to ensure that educational content matches market needs. In addition, China is also actively promoting the internationalization of vocational education to promote the exchange of technology and knowledge. Finland focuses on providing high-quality education, emphasizing innovation and creative thinking, aiming to cultivate students' lifelong learning capabilities and their ability to adapt to the changing labor market. Finland's vocational education system is closely linked to the labor market and values graduates' employability and entrepreneurial skills. Although the higher vocational education systems of the two countries are different, they are both committed to cultivating a highly skilled workforce to support the country's economic development and meet the needs of the labor
3 market. China's system is more inclined to meet the needs of rapid industrialization, while Finland's system emphasizes innovation and personalized learning paths
4 2. What are the differences in the content of vocational education courses and the proportion of practical teaching and theoretical teaching between the two countries? What are the significant differences in teaching methods? There are some significant differences between China and Finland in the course content of vocational education, the proportion of practical teaching and theoretical teaching, and teaching methods: Course content: In China, vocational education curriculum content tends to respond to the skill requirements of specific industries and emphasizes the cultivation of professional skills. Courses are designed to directly address the specific needs of industry and markets. Finland's vocational education courses focus more on comprehensive development. In addition to professional skills training, they also include a large amount of general education and personal development. The Finnish education system encourages innovative thinking and problem-solving skills.
5 The proportion of practical teaching and theoretical teaching: China's vocational education emphasizes the cultivation of practical skills, and many courses include internship and practical training links to ensure that students can master the skills required for actual work. A distinctive feature of Finnish vocational education is Work-Based Learning (WBL), where students spend most of their time learning in a real work environment. This method emphasizes the combination of learning and work, cultivating students' ability to solve problems in real environments. teaching method: Chinese vocational education teaching methods have traditionally focused more on teacher guidance and classroom teaching, although elements of practical and participatory learning are increasing in recent years. Finnish vocational education places more emphasis on learner-centered and independent learning. Students are encouraged to participate in decisionmaking during the education process, and the role of teachers is more as guides and supporters rather than just transmitters of knowledge.
6 In general, China's vocational education focuses more on cultivating professional skills for specific industries, while Finland emphasizes the cultivation of comprehensive abilities and the importance of students' independent learning. The teaching methods of both countries have their own characteristics, and both are constantly developing and adapting to new educational needs and market changes.
7 3. How do China and Finland ensure the quality of vocational education? What are the different approaches between the two countries in assessing student abilities and educational outcomes? China and Finland have adopted different methods and strategies to ensure the quality of vocational education and evaluate student abilities and educational outcomes: Ensure the quality of vocational education: In China, the quality assurance system of vocational education involves many aspects, including government regulations and supervision, the formulation of industry standards, and the school's internal quality assurance mechanism. The government ensures the quality of vocational education by formulating educational standards, implementing evaluation reviews, and conducting teacher training. Finland's vocational education quality assurance system places great emphasis on self-evaluation and continuous improvement. Schools need to conduct regular self-evaluations and external evaluations to ensure that the
8 quality of education meets national standards. Finland also emphasizes transparency and collaboration among education providers to jointly improve the quality of education. Student ability assessment and educational achievement evaluation: In China, the assessment of vocational education usually focuses on students' academic performance and mastery of professional skills. Student ability assessment often includes theoretical examinations, skill operation assessments and evaluation of internship performance. In recent years, more and more schools have begun to attach importance to the comprehensive quality evaluation and innovation ability cultivation of students. Finland places more emphasis on personalized assessment and recording of learning outcomes. Students are evaluated not only on academic performance but also on personal skills, work attitude and teamwork ability. Finnish vocational education adopts the learning outcomes (Learning Outcomes) evaluation system, emphasizing that the evaluation process should be closely related to the learner's personal goals and career path.
9 In summary, although China and Finland have differences in the methods of ensuring the quality of vocational education and the specific practices of student ability assessment, both countries attach great importance to the quality assurance of vocational education and the comprehensive assessment of students' abilities. Both countries are constantly improving and adjusting assessment methods to meet the needs of economic and social development.
10 4. What important policies and regulations do the two countries have in promoting the development of higher vocational education? How effective are these policies and regulations in actual implementation? Both China and Finland have formulated a series of policies and regulations to promote the development of higher vocational education, but there are certain differences in the focus and implementation effects of the two countries. China’s policies and regulations "Vocational Education Law": This is the basic law of China's vocational education and aims to regulate the management and development of vocational education. Action to improve the quality of vocational education: In recent years, the Chinese government has launched an action to improve the quality of vocational education, focusing on improving the quality of education in
11 vocational colleges, strengthening the construction of teaching staff, and updating teaching facilities and training bases. Integration of industry and education, school-enterprise cooperation: Encourage vocational schools to cooperate with enterprises to achieve close connection between educational content and skills training and market demand. Implementation effects: These policies and regulations have achieved certain results in improving the quality of education, promoting student employment, and strengthening cooperation between vocational schools and enterprises. However, there are also somechallenges during the implementation process, such as the varying depth and quality of school-enterprise cooperation and the uneven distribution of vocational education resources in some regions. Finnish policies and regulations Vocational education and training reform (VET reform): This is one of the most important education reforms in Finland in recent years. It aims to provide more flexible and personalized learning paths, strengthen workplace learning, and improve the adaptability and efficiency of the education system.
12 Quality assurance system: Finland has established a comprehensive vocational education quality assurance system, including school self-evaluation, external evaluation and continuous education improvement plans. Implementation results: Finland's vocational education system enjoys a good reputation internationally, and its quality assurance system and educational reform measures are considered to be effective ways to improve the quality of education and promote thepersonalized development of students . However, the implementation of reforms also faces challenges in resource allocation, coordination among educational institutions, and meeting the needs of all students. Overall, vocational education policies and regulations in China and Finland aim to improve the quality of education, strengthen ties with industry, and meet economic and social needs. Both countries have achieved certain results during the implementation process, but they also face challenges in resource allocation and matching policy implementation with actual needs.
13 5. How do China and Finland promote cooperation between schools and enterprises? How well do students obtain internship opportunities in vocational skills training? Both China and Finland attach great importance to cooperation between schools and enterprises to ensure the practicality and application of vocational education, which is crucial for students to master practical vocational skills. Although the two countries have differences in specific implementation methods, they both aim to provide students with abundant internship and practical training opportunities through school-enterprise cooperation. School-enterprise cooperation in China Cooperation model: China promotes school-enterprise cooperation and the integration of industry and education, and encourages enterprises to participate in all aspects of vocational education, including curriculum development, teacher training, and the construction of internship bases. Policy support: The government has introduced a series of policies to provide financial assistance and tax incentives, encourage enterprises to
14 participate in vocational education, and work with schools to cultivate technical and skilled talents. Internship opportunities: Through school-enterprise cooperation, students can intern in companies and gain practical work experience. Many vocational schools have established stable cooperative relationships with enterprises, providing students with a wealth of internship opportunities. School-enterprise cooperation in Finland Workplace Learning (WBL): Finnish vocational education emphasizes workplace learning, which means that students spend a large part of their learning time in the enterprise. This model emphasizes the integration of learning and work. Individualized Education Plan: Each student will have an individualized education plan that combines schooling and workplace learning. The company not only provides internship positions, but also participates in the formulation of education plans and student ability assessment.
15 Emphasis on quality and regulation: The Finnish government ensures the quality of workplace learning, through regulation and quality standards, to ensure that students’ learning experiences in business are valuable. Access to internship opportunities In China, although most vocational schools can provide students with internship opportunities, the quality of internships and the relevance of internship positions vary between regions and schools. Governments and educational institutions are working hard to improve this situation and ensure that students receive quality internship experiences. In Finland, workplace learning is a core component of vocational education, and students often receive high-quality internship experiences closely related to their field of study. Finland's education system and businesses generally support this close partnership. Generally speaking, both China and Finland provide internship and practical training opportunities through school-enterprise cooperation to help students gain practical work experience and vocational skills. Both countries are
16 committed to further strengthening cooperation between schools and enterprises through policy support and innovation in education models.
17 6. What are the strategies and requirements for the construction of vocational education teachers in both countries? How to ensure the quality of teachers? Both China and Finland attach great importance to the construction of vocational education teachers and realize that high-quality teachers are crucial to improving the effectiveness of vocational education. The two countries have adopted different strategies and requirements in the construction of teaching staff to ensure the quality of teachers. Teaching staff construction in China Qualification requirements and training: China has clear requirements for the qualifications of vocational education teachers. Teachers need to have corresponding academic qualifications and professional background. In addition, teachers also need to participate in regular vocational skills training and teaching ability improvement training.
18 Integration of industry, academia and research: Teachers are encouraged to work closely with enterprises and industries to update their professional knowledge and skills through practical activities and project research. Incentive mechanism: The government and educational institutions encourage teachers to improve their teaching and professional skills through incentive mechanisms such as salary and professional title promotion. Teacher team building in Finland High standards of teacher education: Finland’s education standards for vocational education teachers are very high, requiring teachers not only to have deep professional knowledge, but also to have a background in pedagogy. Continuous professional development: Finland encourages teachers to participate in continuous professional development activities, such as seminars, workshops and refresher courses, to ensure that teachers’ professional knowledge and teaching methods keep pace with the times.
19 Teacher autonomy: The Finnish education system emphasizes teacher autonomy, and teachers have greater freedom in curriculum design, teaching methods and student assessment. Measures to ensure the quality of teachers In China, teacher quality is mainly guaranteed through strict teacher recruitment standards, regular training and evaluation, and incentive mechanisms . The government and educational institutions are also committed to improving the social status of vocational education and attracting more outstanding talents to devote themselves to vocational education. In Finland, the guarantee of teacher quality is reflected in high standards of teacher education, continuous professional development support and respect for teachers’ professional autonomy. The education system provides support and resources to encourage teachers to explore and practice innovative teaching methods. Overall, both China and Finland have taken a series of measures to build high-quality vocational education teaching staff and ensure that teachers can
20 meet the needs and challenges of vocational education through continuous training and professional development.
21 7. What international cooperation projects do China and Finland have in vocational education? How effective are these projects? Both China and Finland attach great importance to international cooperation in the field of vocational education, improving the quality of education and promoting the exchange of technology and knowledge through various projects and partnerships. The following are some representative international cooperation projects and their results: China’s international cooperation projects Sino-European vocational education cooperation projects: China has carried out a number of vocational education cooperation projects with European countries, such as bilateral cooperation with Germany, Switzerland and other countries, introducing European vocational education systems and teaching methods. “Belt and Road” international cooperation in vocational education: Through the “Belt and Road” initiative, China has established exchanges and cooperation in vocational education with countries along the route, promoting
22 the sharing of vocational education resources and international cooperation in talent cultivation. Results: These international cooperation projects have improved the teaching quality of China’s vocational education and introduced internationally advanced educational concepts and technologies. At the same time, through these projects, the international influence of China’s vocational education has also been enhanced. International cooperation projects in Finland European Vocational Education and Training Network (VETNET): Finland participates in this network and works with other European countries to promote quality improvement and innovation in vocational education and training. Nordic vocational education cooperation: Finland has close vocational education cooperation with other Nordic countries, sharing resources, teacher training and student exchange projects.
23 Results: By participating in these international cooperation projects, Finland's vocational education system has been able to access and absorb advanced international educational resources and concepts, promoting the improvement of education quality. In addition, these cooperation projects strengthen ties and mutual understanding between Finland and its international partners. Through these international cooperation projects, the two countries have not only improved the quality of their own vocational education, but also promoted cultural exchanges and understanding, and enhanced international cooperation and dialogue. The success of these projects is largely due to the active participation and long-term commitment of all parties involved, as well as a shared focus on educational quality and sustainable development.
24 8. How do the two countries apply modern technology and innovative methods to vocational education? What are some success stories? Both China and Finland are actively exploring the application of modern technology and innovative methods in vocational education to improve teaching quality and learning effects. The two countries have some successful cases and practices in this regard . Application examples in China Integration of digital technologies: Many vocational schools in China have begun to integrate digital technologies, such as online learning platforms, virtual reality (VR) and augmented reality (AR) technologies, to simulate actual work scenarios and improve students' practical capabilities. Intelligent manufacturing and Internet + education: Facing manufacturing and other fields, China’s vocational education has introduced intelligent manufacturing systems and Internet + models to strengthen students’ understanding and application capabilities of intelligent technology and big data analysis. Case: For example, the "Internet +" and "Big Data +" education models
25 have been applied in some vocational schools. Through real-time data analysis and online cooperation platforms, the interactivity and practicality of teaching have been enhanced. Application examples from Finland Innovation in learning methods: Finnish vocational education emphasizes the learner-centered educational concept and uses project-based learning methods to encourage students to learn and innovate in solving practical problems. Combination of technology and workplace: Through the combination of Work-Based Learning (WBL) and technology (such as VR and AR), Finnish vocational education provides an immersive learning experience that allows students to learn in a simulated work environment . Case: For example, some vocational colleges use VR technology to train students to perform specific technical operations, or to simulate specific work scenarios to improve students' vocational skills and work readiness.
26 These examples show that both China and Finland are using modern technology and innovative education methods to improve the quality and effectiveness of vocational education. Through practice and exploration, the two countries have made significant progress in the field of vocational education, providing students with more learning opportunities and a better learning experience.
27 9. What is the employment rate of vocational education graduates in China and Finland? What are the characteristics of employment fields and career paths? The employment situation of vocational education graduates in China and Finland reflects the characteristics of the vocational education systems of the two countries and the needs of the labor market. Employment situation in China Employment rate: In recent years, the employment rate of China's vocational education graduates has remained at a high level, especially in technology- and skill-intensive industries. Employment fields: Graduates are mainly employed in manufacturing, construction, information technology, automobile maintenance, hotels and tourism. These fields usually require talents with professional skills and practical ability.
28 Career path: Vocational education graduates usually choose career paths related to their majors. Many people can grow rapidly in enterprises and become technical backbones or managers. Employment situation in Finland Employment rate: The employment rate of vocational education graduates in Finland is also relatively high, and vocational education is regarded as an effective way to enter the workplace . Employment fields: Finnish vocational education graduates are widely distributed in health care, industry, commerce, service industries and other fields. Finland's vocational education pays special attention to cultivating students' innovative ability and ability to adapt to the changing workplace . Career path: Finland emphasizes lifelong learning and career development. Vocational education graduates not only have the opportunity to enter the labor market, but also achieve career development and transformation through further education and training.
29 Generally speaking, the employment rate of vocational education graduates in China and Finland is relatively high and they can meet the needs of the labor markets in their respective countries. The employment fields and career paths of vocational education graduates in both countries reflect the characteristics of their respective vocational education systems and the needs of their economic structures. At the same time, this also demonstrates the important role of vocational education in providing students with practical skills and promoting their successful integration into the workplace .
30 10. Facing the challenges of globalization and technological progress, what is the future development trend of vocational education in the two countries? How are they prepared to deal with these challenges? Facing the challenges of globalization and technological advancement, vocational education in both China and Finland is adapting and innovating to ensure that their education systems can meet future needs. What follows is an overview of the future trends in vocational education in both countries and how they are preparing to address these challenges. Development trends of vocational education in China Technology integration and innovation: China is increasing its efforts to integrate modern technologies such as information technology, artificial intelligence, and big data into vocational education to promote innovation in education models and content. Integration of industry and education, school-enterprise cooperation: Deepen school-enterprise cooperation, promote the integration of industry and
31 education, ensure that educational content and training models are in sync with industry development, and meet market demand for highly skilled talents. International development: Expand international cooperation and exchanges in vocational education, introduce internationally advanced educational resources and concepts, and enhance the international competitiveness of education. Development trends of vocational education in Finland Lifelong learning and flexibility: Finland is further strengthening the flexibility and personalization of vocational education, supporting lifelong learning, and encouraging students to study according to their own career plans and interests. Combination of skills and innovation: Finnish vocational education emphasizes the cultivation of innovative and entrepreneurial abilities, as well as the development of interdisciplinary skills to adapt to the changing work environment and technological innovations.
32 Quality assurance and international cooperation: Continue to strengthen the vocational education quality assurance system, while expanding international cooperation to ensure that education quality meets international standards and enhance students' international competitiveness. Strategies for coping with challenges Adapting to technological changes: Both countries recognize the impact of technological progress on vocational skill requirements and are actively updating educational content and teaching methods to keep pace with the latest technological developments. Strengthening practical and application abilities: Through practical teaching, project learning, and school-enterprise cooperation, vocational education in both countries is strengthening students' practical operation abilities and ability to solve practical problems. Improve flexibility and adaptability: In view of the changing needs of careers and skills, both countries are working hard to make their education
33 systems more flexible, support lifelong learning, and help students and workers adapt to changes in the future labor market. Overall, both China and Finland are actively adapting to the challenges of globalization and technological progress, improving the quality and adaptability of vocational education through innovation and reform, and cultivating highly skilled talents for students and society who can adapt to future development.
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35 After-class exercises and reference answers 1. What is the focus of China’s vocational education? A. Theoretical research B. General Education C. Practical skills development D. Language learning Answer: C. Practical skills development 2. What does Finnish vocational education emphasize? A. Professional skills B. Comprehensive development C. Written examination D. Memory training Answer: B. Comprehensive development
36 3. What is an important aspect of quality assurance in China’s vocational education? A. Government Regulation B. Student self-evaluation C. Parents’ opinions D. International competition Answer: A. Government regulation 4. What is a characteristic of Finnish vocational education? A. Emphasis on workplace learning B. Focus on theoretical teaching C. No internship experience required D. Mainly online education Answer: A. Emphasis on workplace learning
37 5. Which countries has China launched vocational education cooperation projects with? A. Nordic countries B. European countries C. South American countries D. African countries Answer: B. European countries 6. What is the distribution of Finnish vocational education in the employment field? A. Mainly in manufacturing industry B. Mainly in the construction industry C. Distributed in health care, industry, commerce, etc. D. Concentrated in the information technology industry Answer: C. Distributed in health care, industry, commerce, etc.
38 7. What is a key point in the construction of teaching staff in China’s vocational education? A. Emphasis on theoretical knowledge B. Improvement of professional skills and teaching capabilities C. Academic research D. International exchange Answer: B. Improvement of professional skills and teaching capabilities 8. What are the characteristics of the quality assurance system of Finnish vocational education? A. Rely on student feedback B. Expert External Assessment C. Self-evaluation and external evaluation, continuous improvement D. Independent Institutional Assessment Answer: C. Self-evaluation and external evaluation, continuous improvement
39 9. Under which initiative does China establish vocational education cooperation with countries along the route? A. “ One Belt, One Road” Initiative B. “Internet +” action C. “Education Modernization 2035” D. “Sustainable Development Goals” Answer: A. “ One Belt, One Road” Initiative 10. What is the focus of future development of Finnish vocational education? A. Technology integration B. Lifelong Learning and Flexibility C. Traditional teaching methods D. Strengthen government supervision Answer: B. Lifelong learning and flexibility
40 Back cover If you review the past and learn the new, you can become a teacher! --Confucius Driven by the twin waves of globalization and technological innovation, vocational education is becoming the key to cultivating innovative talents and promoting economic development. By comparing China's practice orientation and Finland's innovation focus, this report not only highlights the two countries' advantages in cultivating a highly skilled workforce, but also provides a preview of future vocational education trends. China's integration of industry and education and Finland's lifelong learning model have provided valuable inspiration for global vocational education. On this basis , the report also discusses the challenges faced by vocational education in the two countries and their solution strategies, providing ideas and directions for the development of global vocational education. Effort without a goal is like sailing without a compass. You don't know what your destination is or whether you have reached it. --F. Drucker