HYPOTHESIS AND THEORY article
Front. Educ.
Sec. Leadership in Education
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1608450
This article is part of the Research TopicEducational Leadership and Sustainable DevelopmentView all 15 articles
How China's Vocational Education Formed Its Distinctive System: A Five-Element Integration Theory Perspective
Provisionally accepted
- 1Engineering Quality Education Practice Base, Hefei University of Technology, Hefei, China
- 2Think Tank of CPPCC, Shanghai University of Finance and Economics,Zhejiang College, Jinhua, China
- 3Graduate School, University of Perpetual Help System Dalta, Las Pinas, Philippines
Select one of your emails
You have multiple emails registered with Frontiers:
Notify me on publication
Please enter your email address:
If you already have an account, please login
You don't have a Frontiers account ? You can register here
Throughout the ages, a vocational education system with international influence must be supported by a distinctive industrial market, a strong organization, and a standardized and orderly education standard. The modern vocational education system with Chinese characteristics has experienced the embryonic form of technical colleges centered on primary vocational education (1949-1991), the semi-systematic state centered on secondary vocational education (1991-2012), the establishment of the system centered on higher vocational education (2012-2019), and the construction of the modern vocational education system with Chinese characteristics that highlights types of education Standing and sound (2019 to date) and other four stages. The reason why China's vocational education can form its own system needs to be explained by Chinese local theories. The Five-Element Integration Theory holds that the leadership of the party is unique and the core. The Ministry of Education is the standard setter for vocational education; Schools, including all kinds of vocational education schools at all levels, are the concrete implemutors of training standards; Enterprises and industry associations have the right to set demand standards to a certain extent; The student body is the center of vocational education and the object of vocational talent training. Through international comparison, China's vocational education system is a standardized public platform relative to the one, two, three yuan of the main dimension and the students or enterprises of the core concern dimension.
Keywords: Chinese vocational education autonomy theory system, Vocational education theory, Theevolution of vocational education policy, Five-element, Five-Element Integration Theory
Received: 09 Apr 2025; Accepted: 25 Aug 2025.
Copyright: © 2025 Zhu, Zhu and Baylon. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Guohua Zhu, Think Tank of CPPCC, Shanghai University of Finance and Economics,Zhejiang College, Jinhua, China
Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.