The different levels of productivity development in different parts of the world make the regional economic structure and labor market demand different, and the development of vocational education in various industries is also adapted to local conditions. The international global education organization, represented by UNESCO, actively explores "changing the strategy of vocational and technical education and training to achieve a successful and just transformation", connecting education with the work world and helping young people develop employment opportunities and acquire the skills needed for work and entrepreneurship. The report "The Future of Education" published by UNESCO deeply discusses digital technology, climate change, social polarization and uncertain job prospects, and calls on individuals and collectives to realize educational transformation and build a just, fair and sustainable future by virtue of action, leadership, resistance to pressure, creativity and care. CEDEFOP published a report entitled "The Future of Vocational Education and Training in Europe", which promotes the transformation of curriculum structure, curriculum content and teaching mode by evaluating vocational education. Southeast Asia Education Ministers Organization (SEAMEO) issued a report, aiming at increasing the attention, understanding and investment of member countries in lifelong education, and put forward a series of qualification certification schemes for lifelong learning and non-traditional education. The Organization for Economic Cooperation and Development (OECD) held a skills summit in 2022 to discuss the policy experience of designing and implementing vocational education projects, aiming at improving the vocational skills of vulnerable groups and formulating all-round support policies. From a global perspective, vocational education, as an important type of education, has been widely recognized by international organizations, which are vigorously advocating the construction of a new pattern of sustainable vocational education.
2. The state has continuously increased its investment in the development of vocational education.
Guided by the demand of the labor market, all countries in the world promote and promote the development of vocational education by means of economic investment and policy support from top to bottom, which creates good conditions for improving the working ability of talents. The British government has invested 400 million pounds to fund 62 continuing education schools, build and improve infrastructure nationwide, and create more related employment opportunities. The Finnish Ministry of Education and Culture allocated a strategic fund of150,000 euros for the implementation of the Finnish education policy report, which was used to develop vocational education and training, cultivate the leadership of vocational education teachers and improve students' learning skills. The German Federal Government promotes the "National Continuing Education Strategy" to allow more employees and companies to receive further training and qualification certification. The government subsidizes 400,000 housing units every year to further increase the labor participation rate in the fields of construction, civil engineering, energy technology, pipelines, sanitation, heating and air conditioning technology, so as to strengthen the construction of the "dual system" education and training system. The Spanish government has promoted the goal of "New Year of Vocational Education in 2022" and has allocated about 2.3 billion euros to promote the development of vocational education. At the same time, the "Comprehensive Vocational Education and Training System Development and Reform Act" was passed, which made the educational content closer to the needs of work. Sufficient funds from various sources such as the state and government can provide better hardware conditions for the development of vocational education.
3. Global vocational education promotes digital transformation.
Under the background of post-epidemic and digital economy, vocational education is facing a wave of digital transformation, and countries are constantly helping to reshape the new ecology of vocational education. The German Federal Ministry of Education and Research signed a joint statement with the federal states to develop the German artificial intelligence research center and accelerate the transfer of artificial intelligence research and development to innovative products, services and start-ups. The General Administration of Vocational Education and Training of Vietnam implemented the training plan for managers of vocational education and training institutions, and jointly held a seminar on "Vietnam's Digital Economy Potential" with the National Innovation Center of the Ministry of Investment and Google, which effectively adapted to the development requirements of the digital economy. UNESCO International Vocational and Technical Education and Training Center launched the first network cooperation plan, adopting the framework of vocational education digital ability, implementing digital ability training, developing and upgrading the digital ability of teachers, managers and administrators, and sharing the resources and experience of results-based management at all implementation levels through establishing an online sharing system. Based on "practical actions to encourage the development of high-quality digital learning experience", the European Social Fund puts forward ten standardized regulations to promote the digitalization of education and training and better support educators, learners, government departments and intermediaries in modern society.
4. In-depth cooperation between schools and enterprises promotes high-quality employment.
Affected by the epidemic, the economic growth of countries around the world has slowed down and the employment environment has become more complicated. Governments and enterprises of all countries join hands to vigorously develop vocational education and promote population employment and economic development. The Agricultural Technology Innovation Center in British Columbia, Canada is expected to create 200 jobs and provide training for more than 700 workers. Singapore Institute of Science and Technology Education has established a partnership with VIV to promote training in the field of 3D virtualization. Emilia-Romagne Region of Italy, in conjunction with local schools and enterprises, launched the "Italian Dual Education System" project to provide students with internship skills training and government subsidies. The Australian government has invested more than 1 100 million dollars to start the "Digital Skills Student Experiment" project to help students put classroom courses into practice and become the most suitable technical talents for employers. Singapore's Ministry of Education has launched a new skill-based career transformation plan and provided better pre-training and post-training funding services. South Korea's Ministry of Education announced the promotion plans of "Senior High School Graduates' Ability Strengthening Support Project" and "Vocational High School Practice Support Guidance Project", with a total investment of 654.38+062 billion won, to support vocational high school students to obtain qualification examination certificates and practical skills upgrading counseling, and to strengthen their employability. The New Zealand government is reforming the vocational education system to help learners, employers and communities develop in a coordinated way, thus promoting employment more effectively. At the same time, international organizations also play an active role in promoting the employment of a country or region. The World Bank supports the Lao Ministry of Education and Sports and the Ministry of Labor and Social Welfare to launch the "Skills Growth Project in Priority Areas" to improve the employment prospects of young people in Laos through curriculum development, teacher training, provision of online learning platforms, career counseling, and subsidies for poor students.
5. Vocational education in all countries attaches importance to the concept of sustainable development.
Many countries in the world implement green transformation and promote the transformation and upgrading of economy, energy and industrial structure in order to achieve sustainable economic and social development. Sustainable development has also become an important symbol of the high-quality development of vocational education, and the development of green vocational education has become an inevitable requirement for countries and international organizations to promote green economic and social development. In the Education Agenda 2030, UNESCO emphasized that from 2022 to 2029, technical and vocational education will achieve success and justice by promoting skills development and promoting the transition to a more digital, green and inclusive economy and society. The Organization for Economic Cooperation and Development calls for green transformation to help create new employment opportunities, promote economic growth and achieve all-round green development. The European Vocational Education and Training Forum (EfVET) adheres to the concept of sustainable development and recycling production in the European Union, and puts forward the Fields project of sustainable development in the field of agricultural education, aiming at promoting the effective utilization of resources, restoring biodiversity and reducing pollution by developing in the direction of clean recycling. At the same time, it emphasizes the importance of climate change, especially for food production, and calls for actively teaching young people gardening and agricultural science and technology to ensure food production.
6. The state takes measures to solve the shortage of vocational education teachers.
It has effectively promoted the development of global vocational education, and many countries and regions have encountered the problems of shortage of teachers and insufficient reserves of high-quality technical and skilled teachers. International organizations take measures to speed up the construction of teachers and promote the professional development of teachers. UNESCO cooperates with other countries to improve policies related to teachers and support high-quality training focusing on inclusiveness, gender sensitivity and digital technology, so as to cope with the global shortage of about 69 million teachers and help teachers keep up with educational changes. The BRICS Vocational Education Alliance held the "Professional World-Teacher Training Workshop" to train outstanding teachers for the development of vocational education in member countries. UNESCO's "Global Teacher Campus" has expanded the self-paced and convenient online course catalogue for teachers all over the world, providing resources in 16 languages and 38 courses to improve teachers' skills in information and communication technology, online or mixed teaching, social emotional support and well-being. The World Bank put forward the Teaching Technology (T4T) project, which aims to help countries to implement effective and scalable teachers' professional development projects, and use low-tech and high-tech solutions to train and support teachers to become "lifelong learners and lifelong learning promoters".
7. International cooperation in global vocational education has been further deepened.
Despite the epidemic, international cooperation in global vocational education has been steadily advancing. Many countries and regions in the world have opportunities and space for development in the fields of policy supervision, industry standards and curriculum system. By coordinating resources to promote international cooperation in vocational education, the development of vocational education and economic development of both sides can be promoted more effectively. Britain has successfully promoted the implementation of the Turing Plan, and 38,000 students of different ages have the opportunity to study, communicate and work in more than 50 countries and regions such as the United States, Japan, Canada, Thailand and South Africa. Cambodia successfully held the online training program of "Chinese plus vocational skills" for local Chinese teachers, which not only improved the resource reserve of high-quality Chinese teachers in Cambodia, but also further promoted the vocational education cooperation and cultural exchange between China and Cambodia. Sweden provided 1 1 ten thousand dollars to support the four-year project of "strengthening vocational education and training in South Sudan" in cooperation with South Sudan, aiming at solving the problem of vocational education and training gap in South Sudan and laying the foundation for the sustainable development goals of both sides.
8. Skills competition has become an important way of international cooperation.
With the active participation and promotion of all countries in the world, the skills competition has become an important platform for technical and skilled personnel from all countries to exchange and display their professional skills. In 2022, in the World Skills Competition organized by the World Skills Organization, six categories of competition projects, including structural and architectural technology, creative art and fashion, information and communication technology, manufacturing and engineering technology, social and personal services, transportation and logistics, became the stage for players from all countries to deepen their professional skills exchange. "2022 Distance International Competition for Professional Teachers in BRICS Countries and Asia-Pacific Region" was organized by Russian Skills Group of BRICS Business Council. Players from six countries including China, Russian, Indian, Iranian, Malaysian and Belarusian participated in the Remote Online Skills Competition. The challenge of African vocational skills conforms to Kenya's long-term goal of industrialization in 2030, which promotes the development of African industrialization and international skills exchange. The 6th European Vocational Skills Week was successfully held in Europe, with the theme of skills measures to achieve carbon neutrality in European green agreements, which provided a platform for talents from all countries to learn and exchange professional skills.
9. Promote lifelong development of vocational education and training.
In order to improve and consolidate the professional ability of workers, adapt to the sustainable development of economy and society, cultivate their lifelong learning and development ability, and create a lifelong learning environment is particularly important. Countries have introduced corresponding policies to support lifelong learning and lifelong education. For example, the seminar on promoting vocational education cooperation in Japan mentioned the idea of strengthening lifelong learning. Workers must plan their careers from the perspective of employers and strengthen lifelong learning. Singapore Institute of Higher Education has launched four new courses of future skills work-study program to improve graduates' employability and further obtain industry-recognized qualifications. The Institute of Lifelong Learning of UNESCO issued a new policy brief "Transforming higher education institutions into lifelong learning institutions", proposing that governments should support the institutionalization of lifelong learning through policies and regulations and empower all people to learn lifelong.
10, China actively participates in global vocational education governance.
With the gradual deepening of global vocational education cooperation, China has played a vital role in the stage of international vocational education cooperation. In 2022, the World Congress on the Development of Vocational and Technical Education was held in Tianjin, with the theme of "Development of Vocational and Technical Education in the Post-epidemic Era: New Changes, New Approaches and New Skills" widely discussed, and combined with the opinions of 123 countries (regions), the Tianjin Initiative was formed. In the same year, the BRICS Vocational Education Alliance Conference hosted by the Ministry of Education was held in Beijing in the form of online and offline, announcing the formal establishment of the BRICS Vocational Education Alliance. "China-ASEAN Education Exchange Week 2022" with the theme of "* * * Building a Friendly Home * * Creating a Colorful Future" was opened in Gui 'an New District, and * * * planned and formulated the vision of education development cooperation in 2030. In addition, the China Vocational and Technical Education Association and the Vocational Education Development Center of the Ministry of Education held an international seminar on "One Belt, One Road" vocational education, and discussed in depth the hot issues of international cooperation in vocational education with representatives from more than 10 countries and regions. China Institute of Personnel Science in Ministry of Human Resources and Social Security also took the lead in conducting a series of interviews on "Current Situation of Vocational Education and Labor Skills Improvement in Thailand under the Background of Industry 4.0", summarizing the changes in labor skills demand and exploring new modes and paths that are in line with the cooperation between countries in Lan-Mei region.