Vocationalism and Social Efficacy: The Chinese Model.

Overview & Synopsis

The development of vocational education in modern China may be traced through four stages. The progress made during the experimental stage (1949-1965) was largely reversed during the Cultural Revolution (1966-1976), at which time many secondary technical and vocational high schools were closed. The period 1977-1984 marked a recovery stage when many secondary technical schools were reorganized, reopened, and expanded to repair the damage of the Cultural Revolution. Around 1985 policymakers finally recognized the potential value of vocational education and worked to achieve a 50:50 mix of general and vocational education at the senior high school level by 1990. The growth of vocational schools soon outpaced the development of effective vocational education strategies, and policymakers were forced to reassess vocational education in light of China's economic and educational reform. Vocational education must be redefined as education aimed at preparing people for working life. Strong government leadership in vocational education must be continued. Vocational education must be based on the needs of the community, and it must allow maximum individual choices. Education is undergoing major reform in both China and the United States. Exchange of ideas among vocational educators of both countries can only improve the profession. (Contains 19 references.) (MN)