Dr. Bin Bai Institute of Vocational and Adult Education Beijing Normal University

5th International Conference, 23-24 April 2013, Johannesburg

The Transition from School World to Authentic Work World

—a Model of Integrating Work into Learning in China TVET Colleges

Dr. Bin BaiInstitute of Vocational and Adult Education

Beijing Normal University

Johannesburg, 24 April 2013


Vocational High School Number 13,941

Enrollment students number 2010 8.68million

Total students number 22.31million

Vocational College Number 1,246

Enrollment students number 2010 3.1million

Total students number 9.11million

China Vocational school and students statistics 2010

from MOE (2012)


Introduction• Learning at the workplace is a crucial factor to enhance

students’ occupational competency and make them success. Blending work-based practice and school-oriented learning has been justified as an effective learning way in vocational education.

• Almost all kinds of Chinese TVET colleges are keen to import authentic work into their classroom. But what are effective, and how to explain these blended learning activates have incurred huge debates in China.


Research question

• How Chinese vocational colleges integrate authentic work into teaching and learning in cooperating with enterprise?

• In what extent can teaching and learning activities in vocational colleges approach authentic work?


Methodology

• Meta-analysis of research and documents Hermeneutics and discourse analysis of research and

documents More than hundreds of publications in this topic within recent ten

years

• Semi-structured and in-depth interviews and case study Qualitative semi-structure interview and case study methods 8 vocational colleges as cases 9 managers and academic-related staff were interviewed


Research Findings• 1. Learning Place Dimension


• In some rural areas, researcher finds that students spend most time in theory classroom and little time in skills training rooms, and they have no chance to get in touch with authentic work.

• But in some developed area, such as Guangdong Industrial Training Center, student are arranged to practice their skill in Single-Function and Multi-FunctionTraining Room.


The occupational activities are divided into different working tasks, student are arranged to practice their skill in single or multi-function training room. And each skill can be practiced in certain training room.

Single-Function Training Room Multi-Function Training Building

from Guangdong Industrial Training Center from Nanjing Vocational College


Learning Hub• Learning Hub is a comprehensive training and practice center, it

composes of different functional areas.Students can experience the whole working process and engage all related training programme.


Productive Teaching Factory• Enterprises move their workshops into the colleges.

Teachers and students use these equipment to engage real production activity. The production process was imbedded into teaching and learning process. After they finish, the production will be sold to market.


Training workshop within enterprises• Enterprise sets up a separate training workshop for

students with multi-functions of teaching, training and practice and full-time management and instructors are from the enterprise.


Internship in the Enterprise’s Position

• Students engage same work with enterprise’ colleges in enterprise for three to six months.


2. Learning in time dimension

Learning time allocation in enterprise and college


“Working and Learning Alternation” project—Zhuzhou vocational college

Term Time Length (month) Learning Place

Term 1 2009.9-2010.1 6 School

Term 22010.2-2010.4 3 Enterprise

2010.5-2010.7 3 School

Term32010.8-2010.10 3 Enterprise

2010.11-2011.1 3 School

Term42011.2-2011.4 3 School

2011.5-2011.7 3 Enterprise


2011.11-2012.1 3 School


2012.5-2012.7 3 Enterprise


3.Cooperative Mechanism AspectChina government and trade association involve more and more in enterprises and colleges cooperation, some new reform trials within the national VET system emerge. Different stakeholders play different role, sometimes it is a “Game”.


4. Learning content dimension


Most popular course model — “Working-Process-Oriented Course”

Zhiqun Zhao (2009)


5. Integrating Work into Learning Pyramid Model• This four-dimension model and its sub-dimension model design a

question space for every college, complex school-enterprise question can translated into a mathematic question, each college can find out its position in this model.


6. Further research How this model plays its role in practice and how

different factors interact and effect each other. Whether this model can explain the results and

assess the performance in college and enterprise cooperation.

Emending and improving this model in positivism research.


Institute of Vocational and Adult Education Beijing Normal University

THANKS FOR YOUR KIND ATTENTION

Dr. Bin BaiE-mail: [email protected]

Institute Vocational and Adult EducationFaculty of EducationBeijing Normal UniversityBeijing, P.R. Chinahttp://fe.bnu.edu.cn

Dr. Bin Bai Institute of Vocational and Adult Education Beijing Normal University

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