Framework for Comparing China’s TVET System

  • Zhenyi GuoEmail author
  • Stephen Lamb
Part of the Technical and Vocational Education and Training: Issues, Concerns and Prospects book series (TVET, volume 12)


This chapter discusses requirements and needs associated with comparing TVET systems across nations. It looks at what is needed to compare China’s performance in TVET with other countries based on sets of indicators linked to context, input, process and output. It begins with a brief introduction to the main elements essential for the development of a framework of indicators for international comparisons of TVET. One of these is a standardized system of classification such as the International Standard Classification for Education (ISCED) which is used in many comparisons of the education systems of developed nations (e.g. its application by the OECD in its annual publication Education at a Glance). An outline of the scheme is provided and then a translation of Chinese educational programmes into the ISCED scheme is undertaken for the purposes of the current study. Following this is an overview of the framework or model of indicators for comparing the performance of TVET in China with that of other nations. Important in the design of the framework is a consideration of China’s TVET policy priorities.


Labour Market Vocational Education International Comparison State Council Policy Priority 
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Copyright information

© Springer Science+Business Media B.V. 2010

Authors and Affiliations

  1. 1.Melbourne Graduate School of EducationUniversity of MelbourneParkvilleAustralia

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