International Experience on the Main Models of the Integration of Vocational Education and General Education and the Chinese Construction
Globally,the integration of vocational education and general education has been a common practice in educational reforms and development across countries.To fully understand and analyze the approaches of various nations toward this integration,it is essential to consider their specific national contexts and develop a multidimensional analytical framework to review,summarize,and distill the fundamental models of the integration of vocational education and general education,along with the internal and external factors influencing these models.The research identifies three typical models of integration:Germany and Japan's Vocational-General Interchange,United States'Vocational-General Integration,and Denmark's Combined Vocational-General Integration and Interchange.Through comparative analysis,it is found out that vocational orientation education is a prerequisite for effective vocational-general integration.Vocational-general interchange requires clear pathway design and institutional support,while vocational-general integration needs to achieve an organic fusion and gradual progression between the two types of education during the educational process.Based on this,considering China's specific economic,social,and educational factors,the analysis explores the background of China's vocational-general integration from the perspective of internal and external factors.It highlights two major challenges:the conflict between the need for specialized talent development and the late tracking system,and the difficulty in balancing social function with individual function.China's pathway to the integration of vocational education and general education involves three key strategies:first,clarifying the relationship between vocational and general education,promoting coordinated development to systematically advance the integration of vocational education and general education;second,building a bidirectional interchange system and improving vertical and horizontal pathways to support individual career development;and third,breaking down departmental interests and introducing comprehensive policies to establish robust operational guarantees for implementation.
the integration of vocational education and general educationthe main modelsinternational experiencethe Chinese construction
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