Analysis of China's Higher Vocational Education Policy and Social Responsibility

Wang Guanen 한국국제교육교류학회 2021 국제교류와 융합교육 Vol.1 No.2

한국의 고등직업교육은 40년의 발전 끝에 기초적인 발전에서 질적인 발전으로의 전환으로 이미 칭찬할 만한 성과를 거두었다. 중국의 고등직업교육원은 개혁개방을 거쳐 많은 양의 양질의 기술기술인재를 각 분야로 이송하였다. 고등직업교육은 중국 교육제도의 필수불가결한 부분으로서 "고품질", "실용" 및 "기능성" 인재를 양성하는 중요한 능력으로 경제 및 사회 발전에 큰 기여를 한다. 이와 함께 소작농, 가사도우미, 퇴직근로자 등 상대적으로 기능이 낮은 근로자의 고용스트레스가 증가하고 있다. 이러한 배경에서 고등 교육은 실업 문제를 해결하고 강력한 인적 자원을 사회에 제공하기 위해 국가 정책을 안내하고 지원하는 데 필수적이다. Higher vocational education in China has already achieved commendable results as a transition from rudimentary development to high-quality development after more than 40 years of development. After reform and opening up, our country's Institute of Higher Vocational Education has transported a large amount of high-quality technical and technical talents to each field. Higher vocational education is an indispensable part of China's education system, and is an important competency for cultivating "high quality", "practical" and "functional" talents, making a huge contribution to the economic and social development. At the same time, the employment stress of workers with relatively low skills, such as peasant workers, domestic veterans, and retired workers, is increasing. Against this background, higher education is essential to guide and support national policies in order to solve the unemployment problem and provide strong human resource guarantees to society. Higher vocational education policy not only highlights the characteristics of the times unique to the development of higher vocational education in China, but also reflects the trajectory of changes in higher vocational education. Not only is it related to the scientific development of higher vocational education, but it also deals with whether higher vocational education can foster high-quality human resources. Therefore, it is meaningful to study the change process of higher vocational education policy.

평생직업교육훈련 체계 구축을 위한 법적 과제- 직업교육과 직업훈련의 통합법제 마련 중심으로 -

윤영관 전북대학교 부설법학연구소 2022 法學硏究 Vol.70 No.-

This study studied the concept and legislation of vocational education and training terms to further establish an environment where the entire nation can learn what they want to learn, such as the National Tomorrow Learning Card System, after decades of efforts since the enactment of the Vocational Training Act in 1967. Reflecting the blurring of the boundaries between vocational education and vocational training, it is meaningful to recognize the mixing of terms and concepts in many individual laws related to vocational training as a problem and to suggest ways to improve individual and distributed laws related to vocational education and training I would like to make the following suggestions, focusing on the establishment of a lifelong vocational education and training system, first, integrated measures in terms of education, second, integrated measures in terms of employment policy and economic policy, and finally, the welfare policy. First, it should be reorganized so that unification of similar concepts such as vocational education and vocational training, vocational education and human resource development, and uniform use in laws can be achieved. Second, in terms of education, it is proposed to organize the currently subdivided vocational education-related legislation centered on the integrated legislation (National Vocational Competency Development Act) by clearly distinguishing and linking social and school vocational education. Third, it proposes a legal structure that borrows the legal structure of the National Health Insurance Act and the Medical Insurance Act so that vocational education and training can play a diversified role as employment policy, economic policy, and social safety net. In other words, public vocational competency development facilities should serve as a social safety net, private vocational competency development facilities should serve as quality guarantees through autonomous competition, and if necessary, a structure that can increase vocational competency with individual investments should be created. 본 연구는 1967년 「직업훈련법」제정 이후 수십년에 걸친 노력 끝에 ‘국민 내일배움카드제’ 등 전 국민이 직업교육훈련을 배울 수 있는 환경을 구축한 것을 바탕으로 더 나아가서 전 국민이 배우고 싶은 것을 마음껏 배울 수 있는 환경을 구축하기 위해 직업교육 훈련의 용어의 개념과 법제를 연구하였다. 직업교육과 직업훈련의 경계가 모호해지는 시대적 현상을 반영하여 직업훈련과 직업교육 관련 법제의 다수 개별 법률에서 유사한 의미의 용어와 개념의 혼용을 문제로 인식하고, 직업교육훈련 관련 법제의 개별적·분산적으로 이루어진 법제의 개선안 도출 방향을 제시한 것에 그 의의가 있다. 개선안의 도출 방향에 있어서는 평생직업교육훈련체계의 구축을 중심으로, 첫째, 교육적 측면에서의 통합방안, 둘째, 고용정책 및 경제 정책적 측면에서 통합방안, 마지막으로 사회안전망의 복지 정책으로서의 통합방안을 모두 포함하여 ’평생‘과 ‘직업교육훈련’ 주축의 법제 정비가 이루어져야한다는 결론을 제시하며 다음과 같은 제언을 하고자한다. 첫째, 직업교육과 직업훈련 그리고 직업교육훈련 및 인적자원개발 등 유사 개념에 대한 통일과 법률에서의 통일된 사용이 이루어질 수 있도록 정비되어야 한다. 둘째, 교육적 측면에서는 사회직업교육과 학교직업교육을 명확히 구분하고 연계함으로써 현재 세분화 되어 있는 직업교육관련 법제를 통합법제(국민 직업능력개발법(가칭)) 중심으로 구성하는 것을 제안한다. 셋째, 직업교육훈련이 고용정책 및 경제정책, 사회안전망으로서의 다원화하여 부여된 역할을 수행 할 수 있도록 ‘국민건강보험법 및 의료보험법’의 법적 구조를 차용하는 법적 구조 정비를 제안한다. 즉, 공공직업능력개발 시설은 사회안전망으로서의 역할을, 민간직업능력개발 시설은 자율경쟁에 의한 품질보장의 역할을 수행하고, 필요시 개인의 개별 투자로 직업능력개발역량을 향상 시킬 수 있는 구조를 만들어야 한다.

『中国职业本科教育社会认同的实践理路

胡斌,刘君 중국인문학회 2023 中國人文科學 Vol.- No.83

Vocational undergraduate education is an important strategic measure for the country to develop a modern vocational education system, and it is an inherent requirement for the high-quality development of China's social economy. General Office of CCCPC have released a set of " guidelines on promoting the high-quality development of modern vocational education " (hereinafter referred to as the " Guidelines "), which clarified the development process of vocational undergraduate education. However, there are still many problems in the current development of vocational undergraduate education. Vocational undergraduate education has a certain degree of social identity barriers. Starting from the historical attribution of the development of vocational undergraduate education and the dictates of the times, this paper sorts out the internal logic, external logic and coupling logic of vocational undergraduate social identity. Finally, through the positioning of characteristic vocational undergraduate education, the construction of standardized systems, and the "community of destiny" Implement and improve the integration of vocational and general education to explore the practical way of social recognition of vocational undergraduate education, and provide basic theory and practice for the realization of the development goals of vocational undergraduate education in the " Guidelines ".

미국 평생직업교육체제의 분석과 시사점

권인탁,임영희 교육종합연구원 2012 교육종합연구 Vol.10 No.4

This study is to analyze the lifelong vocational education system in the United States and take its implication for applying it in South Korea. Results of this study are as follow: (1) building the unified lifelong vocational education system, (2) including Adult Education and Family Literacy Act into Workforce Investment Act, (3) secondary vocational education focused on high demand and benefit jobs, (4) operating One Stop Career Center, (5) operating training programs for employment in high growing and urgent industry field, (6) implementing voucher system such as individual training account and expanding service support for job seekers, (7) building evaluation system for lifelong vocational education. Implication in South Korea is suggested as following: (1) building cooperative system between lifelong education and vocational education at central and local level, (2) creating a law for including vocational competence development in lifelong education, (3) supporting tuition for adult learners' academic accomplishment, (4) reinforcing for cooperating vocational education and academic education, (5) HRD in high growing and urgent industry field, (6) building evaluation system for lifelong vocational education, (7) building lifelong vocational education system for alienated and low income people, (8) development toward lifelong vocational education system centered on the local region.

직업교육연구 학회지 논문의 분석과 종합: 1998-2007년

나승일,김강호 한국직업교육학회 2008 職業 敎育 硏究 Vol.27 No.2

The purpose of this study was to review and synthesize papers published in the Journal of the Vocational Education Research(1998-2007). The 264 articles were collected from Journal of Vocational Education Research, which the Korean Society for the Study of Vocational Education had published from 1998 to 2007. The coding system for analysis included the aspects of vocational education research such as author, focused-institutes and populations, statistical techniques used, topics of vocational education, and key words. The data were analyzed using frequencies and percentages. The result of review were as follows. (1) In comparison with the research before 1998, literature-based review papers had decreased while survey research tended to increase sharply. (2) Vocational education research had expanded on more various focused-institutes and populations over the last 10 years. (3) In the survey research, more various and inferential statistical analysis techniques were used to analyze the data and to explore the new information. (4) Research subjects for academic and practical recognition of vocational education had emphasized. (5) In comparison with the research before 1998, the vocational education research during the last 10 years showed a little growth in both qualitative and quantitative research. Based on the results, several practical recommendations were made for the better research on vocational education, including making an effort to build vocational pedagogy as a discipline, using various research methods in doing research on vocational education, using various statistical methods to analyze the data and explore new information, studying diverse areas and themes on vocational education, and editing the Journal as a specialized research on vocational education. 이 연구의 목적은 한국직업교육학회가 창간호부터 1997년도 이전에 발행한 ‘직업교육연구’ 학회지 논문을 분석하고 종합한 선행연구(나승일, 1998)의 후속연구로, 1998년부터 2007년 사이에 발행된 직업교육연구 학회지에 게재된 논문들을 분석하고 종합하여 연구 동향을 파악하는데 있었다. 1998년에서 2007년 사이에 발행된 직업교육연구지에 게재된 논문은 총 264편이었다. 이러한 논문들은 연구진이 마련한 논문의 분석틀에 따라 발표자, 연구유형, 연구대상, 자료분석, 연구주제 영역, 주제어를 코딩하여 분석항목별로 해당 논문의 빈도와 백분율을 분석하였다. 이 연구의 결과는 다음과 같다. 첫째, 논문의 연구유형이 1997년 이전과 비교하여 문헌연구는 감소한 반면 조사연구는 급증하는 경향이 있었다. 둘째, 최근 10년 동안 직업교육연구 대상의 폭이 확대되었다. 셋째, 조사연구 논문의 자료 분석은 다양한 정보 탐색에 적합한 추리통계 방법을 복합적으로 사용하는 경향이 많았다. 넷째, 직업교육의 학문적·실천적 재인식을 위한 연구주제가 강조되었다. 다섯째, 최근 10년 동안 직업교육연구 논문은 과거(1982-1997년)에 비해 연구의 양적·질적 성장이 이루어졌다. 이상의 연구결과를 토대로 직업교육학의 학문적 체계화를 위한 노력, 다양한 연구방법의 활용, 자료 분석 및 새로운 정보 탐색을 위한 다양한 통계방법의 활용, 직업교육 탐구주제 영역의 다양화 및 학문중심의 전문학회지로서의 직업교육연구 편집을 위한 개선점이 제안되었다.

산업인력양성 체제로서 국내 직업교육의 변천 과정 고찰

김충환,문인영,박신희,김지현 대한공업교육학회 2020 대한공업교육학회지 Vol.45 No.2

The purpose of this study was to verify how the vocational education for training industrial workforce as a national human resource development (NHRD) system has undergone a transition process in relation to the national economic, industrial, and socio-cultural contexts. First, how vocational education as an industrial workforce training system has changed in accordance with Korea's economic environment, industrial development, and social changes; second, what are the main factors that influenced the role and importance of vocational education; and third, vocational education as a system for training industrial workforce and training workforce in science and engineering were analyzed differently from the perspective of the NHRD model. To this end, domestic and international academic journal papers, research reports, and thesis were investigated and classified by period, and major changes in vocational education were analyzed in relation to economic, industrial, and social issues and policies by period. As a result of the research, first, as the industry advanced, the level of vocational education increased and the scope expanded. Second, vocational education tended to shrink gradually after the manufacturing industry base, and especially secondary vocational education tended to decline after the national industry focused on light industry. Third, since the 1970s, the diversification of the NHRD and jobs has resulted in wage gaps depending on the level of education, which has increased the preference for university education and avoided secondary vocational education. In addition, a NHRD model focusing on training science and engineering workforce was proposed to compare the existing NHRD model focusing on overall vocational education, and it was revealed that the NHRD needs to be subdivided into various fields or levels to derive a model and examine changes. From the results of the study, vocational education in Korea, especially in secondary vocational education, has declined due to large impacts on socio-cultural perception due to economic growth, enthusiasm for education, and external shocks such as the financial crisis, and the long-term effort to change this perception is suggested to overcome the crisis of vocational education. 본 연구에서는 국가인적자원개발 체제로서 산업인력양성을 위한 직업교육이 국가 경제 및 산업, 사회문화적 맥락과 어떤 관련성을 갖고 변천 과정을 거쳤는지를 파악하였다. 첫째, 우리나라의 경제 환경, 산업발달, 사회 변화에 따라 산업인력양성 체제로서의 직업교육이 어떻게 변해왔는지, 둘째, 직업교육의 역할과 비중에 영향을 준 주요 요인들은 무엇인지, 셋째, 산업인력양성 체제로서의 직업교육과 이공계 인력양성은 국가인적자원개발 모형 관점에서 어떻게 다르게 변화했는지를 분석하였다. 이를 위해 국내·외 학술지 논문, 연구보고서, 학위논문 등의 문헌을 조사하여 시대별로 구분하고 시대 별 경제, 산업, 사회적 이슈, 정책과 연관하여 직업교육의 주요 변화를 분석하였다. 연구결과 첫째, 산업이 고도화되면서 직업교육의 수준은 높아지고 범위는 확장되는 양상을 보였다. 둘째, 직업교육은 제조업 산업 기반 이후 점점 축소되는 경향을 보였고 특히 중등직업교육은 경공업 중심의 국가 산업 이후 쇠퇴하는 경향을 보였다. 셋째, 1970년대 이후 산업의 고도화에 따른 국가인적자원개발의 다양화 및 직업의 다양화로 학력 수준에 따른 임금 격차가 생겼고 이는 대학교육에 대한 선호를 높여 중등직업교육을 기피하는 현상이 발생하게 되었다. 또한, 이공계 인력양성에 초점을 맞춘 국가인적자원개발 모형을 제안하여 직업교육 전반에 초점을 맞춘 기존 국가인적자원개발 모형을 비교하였고, 국가인적자원개발을 다양한 분야나 수준별로 세분화하여 모형을 도출하고 변화를 살펴볼 필요가 있음을 밝혔다. 연구 결과로부터 우리나라 직업교육, 특히 중등단계 직업교육은 경제 성장과 교육열, 외환위기와 같은 외부 충격에 의해 사회문화적 인식에 큰 영향을 받아 쇠퇴해 왔으며, 직업교육의 위기를 극복하기 위해서는 이러한 인식을 바꾸려는 장기적 노력이 필요함을 시사점으로 제시하였다.

직업교육 영역별 교육내용 및 활동에 관한 연구

곽준식,김순자,김훈희 진주산업대학교 산업과학기술연구소 1994 산업과학기술연구소보 Vol.- No.1

The purpose of this study is to present the directions on the educational contents and activities in various vocational education through reviewing the historical development in them and the current research in each of the various vocational education. The process of this study is made in order of the follws ; 1) reviewing the educational contents and activities in various vocational education from the early 20th century up to now, 2) classifying and arranging the contents and activities of vocational education, based on theses reviewed materials, and 3) presenting the specific taske to solve in various vocational education and concluding this study, based on these classified and arranged materials. The classification of vocational education is based in the subfields of vocational education which Copa and Bently classified. The subfields are agritultural education, business edutation, home economics education, industirial education, business education, marketing education, health occupations education, career education and vocational education. In conclusion, the future of the curricular research in vocational education should be done as follows , 1) broader and more expansive consideration of educational excellence, 2) specific review of various vocational education from several different conceptual and philosophical perspectives, and 3) research in the relation between theory and practice of vocational education. And, the content and activities of vocational education should focus not only on meeting the needs of rapidly changing society but on making possible to accept the culture of society, to help individuals prepare their career and to improve their own life.

독일과 한국의 직업교육과 고등직업교육: 한국에의 적용가능성을 중심으로

김춘식 ( Chun-shik Kim ) 한독경상학회 2019 經商論叢 Vol.37 No.4

4차 산업혁명시대에 들어서 교육 분야의 주목할 만한 변화는 무엇보다도 평생직업교육체제로의 전환일 것이다. 지난 2015년부터 한국에서는 기존 보건과 건강, 그리고 여가와 복지를 위주로 하는 평생교육프로그램에서 ‘직업교육과 연계’된 평생직업교육체제로의 전환을 시도하고 있다. 이제 직업교육이 중등단계를 넘어 고등교육 단계로 확장되고 있으며, 직업재교육을 포함한 평생교육과의 연계도 강화하고 있는 것이다. 한편 독일의 직업교육은 세계적으로 성공적인 직업교육 모델의 하나로 주목받고 있다. 기업주도의 직업학교(Berufsschule)의 커리큘럼 형성이나, 대학 주도의 이원화 고등직업교육의 학사과정(Duales Studium)에 기업이 적극적으로 참여하는 등 산학일체형 직업교육 및 고등직업교육을 시행하고 있기 때문이다. 이러한 독일의 직업교육의 장점은 다음 여섯 가지로 요약될 수 있으며, 특히 한국의 고등단계 직업교육에 시사하는 바가 매우 크다. 우선 독일의 직업교육제도에는 주로 산업체가 주도하고 있으며, 직업인 양성에 대한 사회적 기여정신이 강하다. 이러한 산업체의 기여정신의 기저에는 독일 국민들의 직업인식이 작동하고 있다. 나아가 독일은 조기에 진로 및 경력개발경로(career path)를 설정할 수 있는 지원체계가 구성되어 있으며, 기존에 설정된 경력개발경로를 수정할 수 있는 유연한 교육시스템도 잘 갖추고 있다. 그러나 무엇보다도 독일은 정부의 산학협력 관련 재정지원사업의 세부 프로그램 수행을 넘어 좀 더 과감하게 대학을 지역의 직업교육이나 평생교육에 개방하도록 유도하고 있다는 점에 주목할 필요가 있다. 또한 독일은 연방직업연구원(BIBB) 중심의 제도화된 직업훈련연구기관이 사회수요를 반영한 직업인력 양성에 체계적인 노력을 기울이고 있으며, 슈타인바이스대학의 사례처럼 독일은 일반 대학에서도 이론과 실무가 체계적으로 융합된 고등직업교육을 통해 산업현장의 요구를 수용한 인력 양성에 성공적인 결과를 도출하고 있다는 점에서 현재 한국의 직업교육구조에 시사하는 바가 매우 크다. The most remarkable change in education in the period of the 4th Industrial Revolution would be the transition to a lifelong vocational education system. Since 2015, Korea has been trying to move from a lifelong education program focused on health, leisure and welfare to a lifelong vocational education system linked to vocational education. Vocational education now extends beyond secondary education to higher education and strengthening links with lifelong education, including vocational reeducation. Vocational education in Germany has become one of the most successful vocational training models in the world. This is due to the fact that the company carries out vocational and tertiary vocational education in academia and academia, such as the formation of a curriculum of the company-led Berufsschule and the active participation of companies in the university-led duales studium of higher vocational education. The advantages of vocational education in Germany can be summarized in the following six ways, particularly for higher-level vocational education in Korea. First of all, the German vocational education system is mainly managed by industry, and makes a strong social contribution to vocational training. The professional recognition of the German people is the basis of the contribution spirit of these industries. In addition, Germany has a support system for the early determination of career and career paths as well as a flexible education system that can change existing career development paths. Above all, however, it should be noted that, in addition to implementing detailed programs of government-funded funding projects, Germany is more aggressive in opening universities to local vocational and lifelong education. In addition, Germany specifically promotes workforce that meets the social requirements of the institutionalized vocational training institute with a focus on the Federal Vocational Research Institute(BIBB). In the case of Steinbeis-Hochschule Berlin (SHB) and Duale Hochschule Baden-Württemberg (DHBW), Germany systematically brings theory and practice together at general universities. This suggests a great deal about Korea's vocational education structure in that it has been successful in cultivating manpower that meets the demands of industrial sites.

독일과 한국의 직업교육과 고등직업교육: 한국에의 적용가능성을 중심으로

김춘식 한독경상학회 2019 經商論叢 Vol.37 No.3

The most remarkable change in education in the period of the 4th Industrial Revolution would be the transition to a lifelong vocational education system. Since 2015, Korea has been trying to move from a lifelong education program focused on health, leisure and welfare to a lifelong vocational education system linked to vocational education. Vocational education now extends beyond secondary education to higher education and strengthening links with lifelong education, including vocational reeducation. Vocational education in Germany has become one of the most successful vocational training models in the world. This is due to the fact that the company carries out vocational and tertiary vocational education in academia and academia, such as the formation of a curriculum of the company-led Berufsschule and the active participation of companies in the university-led duales studium of higher vocational education. The advantages of vocational education in Germany can be summarized in the following six ways, particularly for higher-level vocational education in Korea. First of all, the German vocational education system is mainly managed by industry, and makes a strong social contribution to vocational training. The professional recognition of the German people is the basis of the contribution spirit of these industries. In addition, Germany has a support system for the early determination of career and career paths as well as a flexible education system that can change existing career development paths. Above all, however, it should be noted that, in addition to implementing detailed programs of government-funded funding projects, Germany is more aggressive in opening universities to local vocational and lifelong education. In addition, Germany specifically promotes workforce that meets the social requirements of the institutionalized vocational training institute with a focus on the Federal Vocational Research Institute(BIBB). In the case of Steinbeis-Hochschule Berlin (SHB) and Duale Hochschule Baden-Württemberg (DHBW), Germany systematically brings theory and practice together at general universities. This suggests a great deal about Korea's vocational education structure in that it has been successful in cultivating manpower that meets the demands of industrial sites. 4차 산업혁명시대에 들어서 교육 분야의 주목할 만한 변화는 무엇보다도 평생직업교육체제로의 전환일 것이다. 지난 2015년부터 한국에서는 기존 보건과 건강, 그리고 여가와 복지를 위주로 하는 평생교육프로그램에서 ‘직업교육과 연계’된 평생직업교육체제로의 전환을 시도하고 있다. 이제 직업교육이 중등단계를 넘어 고등교육 단계로 확장되고 있으며, 직업재교육을 포함한 평생교육과의 연계도 강화하고 있는 것이다. 한편 독일의 직업교육은 세계적으로 성공적인 직업교육 모델의 하나로 주목받고 있다. 기업 주도의 직업학교(Berufsschule)의 커리큘럼 형성이나, 대학 주도의 이원화 고등직업교육의 학사과정(Duales Studium)에 기업이 적극적으로 참여하는 등 산학일체형 직업교육 및 고등직업교육을 시행하고 있기 때문이다. 이러한 독일의 직업교육의 장점은 다음 여섯 가지로 요약될 수 있으며, 특히 한국의 고등단계 직업교육에 시사하는 바가 매우 크다. 우선 독일의 직업교육제도에는 주로 산업체가 주도하고 있으며, 직업인 양성에 대한 사회적 기여정신이 강하다. 이러한 산업체의 기여정신의 기저에는 독일 국민들의 직업인식이 작동하고 있다. 나아가 독일은 조기에 진로 및 경력개발경로(career path)를 설정할 수 있는 지원체계가 구성되어 있으며, 기존에 설정된 경력개발경로를 수정할 수 있는 유연한 교육시스템도 잘 갖추고 있다. 그러나 무엇보다도 독일은 정부의 산학협력 관련 재정지원사업의 세부 프로그램 수행을 넘어 좀 더 과감하게 대학을 지역의 직업교육이나 평생교육에 개방하도록 유도하고 있다는 점에 주목할 필요가 있다. 또한 독일은 연방직업연구원(BIBB) 중심의 제도화된 직업훈련연구기관이 사회수요를 반영한 직업인력 양성에 체계적인 노력을 기울이고 있으며, 슈타인바이스 대학의 사례처럼 독일은 일반 대학에서도 이론과 실무가 체계적으로 융합된 고등직업교육을 통해 산업현장의 요구를 수용한 인력 양성에 성공적인 결과를 도출하고 있다는 점에서 현재 한국의 직업교육구조에 시사하는 바가 매우 크다.

淺議中國高職教育的國際化發展 - 以“魯班工坊”“墨子工坊”為中心

李繼征(Li, Ji zheng) 동북아시아문화학회 2024 동북아 문화연구 Vol.1 No.79

Chinas modern vocational education is broadly defined as a large-scale vocational skills education, which usually refers to school education based on secondary vocational education, higher vocational education and vocational training at various social levels. Chinas vocational education began in modern times, especially after entering the 21st century, Chinas vocational education has continued to change in order to meet the challenges of modern society. Different from the vocational education in the past, the direction of Chinas vocational and technical education is beginning to change toward high-quality development, which also includes the internationalization of Chinas vocational education. It can be said that Chinas vocational education has begun to form its own characteristics. Among them, the ‘Luban Workshop’ in Tianjin and the ‘Mozi Workshop’ in Liaoning Province are representative models worthy of attention. Chinas higher education has been trying to explore international development. Among them, the internationalization of higher vocational education has considerable particularity. With the development, Chinas higher vocational education has emerged as representatives of international models represented by ‘Luban Workshop’ and ‘Mozi Workshop’. This article starts from the perspective of the international development of Chinas higher vocational education, takes ‘Luban Workshop’ and ‘Mozi Workshop’ as examples to analyze the characteristics of the two models, and attempts to understand the development of Chinas higher vocational education in the context of the global economy through this research. Characteristics and problems of internationalization of vocational education development.