• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.8 no.6
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• pp.475-483
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• 2018

The purpose of this study to understand the vocational education of China and to analyze the developing process of vocational education in China. Recently, the major countries of the world of modern society has its government leaders is how much to foster creativity and the rise and fall depending on whether they really value is determined claims. There are 1327 Tertiary Vocational Colleges, with 10 million students in 2015. Together with 14million secondary vocational education students, China owns the largest scale of vocational education in the world. China has not fully established a modern market. Under the economy, the enterprise was the administrative adjunct of the state, and the enterprise was the social and political production function, and the political ethics prevailed that ethics. Literature review and historial approach were utilized as the methodology for this study. The system of vocational education in China is composed of elementary, secondary, and higher stage. The vocational education in China has been developed flexibly along with the social change while keeping the main philosophy of Chinese socialism. The main factors to bring about the change of vocational education in China is, political and philosophical, economical change.

• Journal of the International Relations & Interdisciplinary Education
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• v.1 no.2
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• pp.102-117
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• 2021

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.

• Journal of Digital Convergence
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• v.20 no.1
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• pp.87-94
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• 2022

The reform of the mixed ownership system of vocational colleges in China is an important driving force in the development of vocational education. The purpose of this study is to discuss the operation direction of the reorganization of the mixed ownership system of vocational colleges at this stage in accordance with the guidelines for vocational education reform in China. Therefore, this study analyzed the necessity and existing problems of reforming the mixed ownership system of vocational colleges using literature research methods. As a result of the study, it was found that the reform of the mixed ownership system of vocational colleges should be continuously developed by preparing measures in terms of legal support, providing incentives, and improving the evaluation system. This study has academic and practical significance in that it suggests the need to reform the mixed ownership system of Chinese vocational colleges, analyzes problems, and prepares policy measures.

• Journal of Digital Convergence
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• v.20 no.4
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• pp.321-331
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• 2022

In order for visual design graduates to meet corporate requirements, it is necessary to develop a complete ncs system in the field of visual design like developed countries. The purpose of this study is to analyze students' self-evaluation, corporate job needs, and school education methods, and to develop vocational competency standards in China's visual design by referring to the national vocational competency standards in Korean visual design. The research method is to analyze the education system of the Department of Visual Design at a university in Jiangsu Province, China, survey graduates of the Department of Visual Design, and develop national vocational standards in China by referring to job requirements of Chinese visual design companies. Analyzing this, the research results suggested a development plan for the national vocational competency standard in the field of visual design in China.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.9 no.2
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• pp.153-161
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• 2019

The purpose of this study to examine the status of Korean language education, and to examine the future direction between with korean and China. The Korean language course organized by the European Union Chamber of Commerce and Industry, which selects and conducts consignment companies through annual competition every year since 2002, In order to these goals and needs, it is imperative to develop a curriculum that enhances job skills. As Korean language education, a point that is necessary to clarify terms more clearly, which 'vocational education purpose' is widely used in the term of 'business education'. With all languages education, Korean language education is not meant to teach Korean to foreigners, but it is a process by which learners can apply Korean language learned in classroom to various situations, while outside the classroom through teaching and learning. Otherwise, the curriculum in the four-year college Korean language department in China, which is lacking in acquiring the ability to achieve the Korean language education goals and social needs. Korean language education in China is one of foreign language education and it is different from foreign language education such as English education as Minor Languages education.

• 대한공업교육학회지
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• v.35 no.2
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• pp.70-81
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• 2010

The purpose of this study is to introduce formation 'International framework curriculum for a Master Degree for TVET teachers and lectures' to present implications about fostering Chinese vocational teachers and to analyze the contents related to it. In 2004, UNFSCO composed formation International framework curriculum for a Master Degree for TVET teachers and lectures ("framework curriculum") to improve the ability of professionals in the vocational education and training fields including teachers and training leaders as well as to promote international academic exchange. Universities which introduce the framework curriculum should form specialized committee and carry out education considering the specific situation including other universities' situation, students' ability, educational certification system, etc. The framework curriculum should include the latest trends of the development of international vocational education science and carry out united educational learning between several internal or external high schools. UNFSCO tries to promote the development of educational learning and study of basic departments of vocational education such as vocational educational learning theory, vocational science, etc through the framework curriculum and to improve knowledge of vocational educational teachers and realize specialization of them. The number of universities that established the master's degree of vocational education in China is approx. 20 and the number of students that they collect every year. As for the plans of the master's degree of vocational teachers in each university, the courses about the practical problems like educational courses and educational learning are insufficient. But the framework curriculum thinks that educational learning of application theory is more important and emphasizes practice about the specific area and educational learning much more. Utilization of preceding experiences of advanced countries has the important meaning in search of models that foster Chinese vocational teachers and departmental system. The framework curriculum implies several useful points in installment of majors and educational process of the process that fosters Chinese vocational teachers.

• Journal of Fisheries and Marine Sciences Education
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• v.11 no.1
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• pp.69-87
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• 1999

This study had been analysed the establishment, the closing and the actual conditions of the fisheries school according to the four times revision and promulgation of the law of education of korea which were devided by the early term (the first Chosun educational decree), the middle term (the second Chosun educational decree) and the last term (the third and fourth Chosun educational decree), and also been investigated how the fisheries education of the school had been acted to the mobocracy and the assimilation policy and together with it's back ground through this analysis. The aim of this study is to contribute to the study of the history of the fisheries school education, analysis of change of the fisheries school education according to practical application of the Chosun educational decree. The summary of the characteristic of the each term are as under. First, in the early term of the fisheries education under the first Chosun educational decree, Experts were despatched to the each province with donated money from emperor and opened seasonal the fishing training centre, a kind of social fisheries education, and trained directly fishing technic and were going to train fisheries trainees regularly under name of elementary fisheries school. Japanese imperialism attached great importance to the vocational education in order to snack economical products from colonized Korea but actually had a purpose to train low quality technician who follow blindly their colony policy of Japanese imperialism. The fisheries schools in the circle of system in early time of Japanese imperialism, Kunsan public elementary fisheries school was established in April 1915, Yosu public elementary fisheries school was established ill May 1917 and Kyungnam Tongyoung training school was established in March 1917. Secondly, After 3.1 movement, the Japanese imperialism established an appeasement policy so called cultural politics and continued assimilation policy with skilful methods. After revision of the second Chosun educational decree, the Elementary vocational school was changed as the vocational training school. The school of fisheries education in middle of Japanese imperialism trained low quality technicians to snack fisheries resources from colonized Korea. After the middle of Japanese imperialism they paid attention on training fisheries technician through fisheries school rather than training school. With high interest and crowded volunteers, Kunsan public fisheries school was promoted in 1922, Tongyoung public fisheries school was promoted in 1923, Yongampo fisheries training school established in 1922 was promoted as Yongampo public fisheries school in 1926. Thirdly, in the time of the third and fourth Chosun educational decree, the end of Japanese imperialism, they met Pacific war after Japan vs China war. During the war time they considered the vocational school as the source of supply for materials and manpower and consequently had to expanded vocational education and systematically despatched students to war field and practiced military training. In 1938, Namhae public fisheries school was established and Chungjin fisheries school was permitted. But in order to supply manpower to Pacific war, the study period of Yosu public fisheries school was shorten from 5 years to 4 year in 1943 and also that of Tongyoung public fisheries school shorten in 1944.

• Fourth Industrial Review
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• v.1 no.2
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• pp.17-20
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• 2021

Purpose - "Higher education of vocational education focuses on Discipline competition" This is the requirement of the education sector in China for the Application-oriented Undergraduate in the 21st century. As an integral part of Higher education vocational education, Discipline competition is not only an effective way to test the higher education reform of the Application-oriented Undergraduate, but also a measure of the level of Application-oriented Undergraduate. Research design, data, and methodology - The study conducted a survey on SPSS 24.0 Through factor analysis of 192 questionnaires data. After empirically analyzing the data, we found that the factors can be classified into four main factors. Result - This study shows that in terms of gender, boys are more susceptible to external factors and time factors while girls are more vulnerable to internal factors. And girls are more susceptible to internal factors. In terms of professional categories, non-teacher students are more likely to be hindered by external factors such as missing entry information. Conclusion - This paper assumes that there are significant differences in internal promotion and barriers in different disciplines competition.

• East Asian Journal of Business Economics (EAJBE)
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• v.3 no.4
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• pp.17-20
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• 2015

The Spiritual culture education is not only the nucleus of campus culture but also the ultimate aim of the construct ion of campus culture. Currently the construction of campus culture is understood and implemented in the view of pragmatism and utilitarian, but the value- oriented role of college spirit is belittled, which leads to the absence of specific purpose and direction. If universities and colleges want to remain invincible, they must attach the importance to the spirit culture, the systematic culture, the material culture and the behavioral culture, and in all, the college spirit. Based on the current ideological educational situation of women's vocational colleges, a research has been conducted on how to play the educational functions of campus culture, seeking for the integration of campus culture and spiritual culture and, achieving talents cultivation objectives on the campus. This paper analyses and compares the influencing factors in Spiritual culture education between China and Korea women university from the following parts: The campus environment, campus material, campus system, campus behavior and diversified thinking challenge. Backed with the findings of the research, it offers some suggestions on the developing ideas and models of characteristic campus culture construction for women's colleges between China and Korea.

• Nutrition Research and Practice
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• v.17 no.2
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• pp.356-370
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• 2023

BACKGROUND/OBJECTIVES: School food service has played an important role in promoting the health and physical condition of students by providing students with a balanced and nutritious diet. Therefore, boosting the quality of school food service and improving the students' satisfaction is critical. For this purpose, this study examined the structural causal relationship among the quality of school food service factors, emotional responses, and satisfaction in China. SUBJECTS/METHODS: This study was conducted with 4th-6th-grade students from 6 junior high schools in Henan province of China, with 590 questionnaire responses (87.3%) collected and statistically analyzed. RESULTS: The school food service quality factors (including menu management, dietary education, facilities management, price and food distribution management, and personal hygiene during meals) must be enhanced to boost the students' satisfaction. In addition, the study used questionnaire survey data to validate the full mediation of students' emotional responses between school food service quality factors and student satisfaction. CONCLUSIONS: Students' emotions also play an important role in influencing the quality of school food service, all of which affect the emotional responses of students. Therefore, students' positive emotions are an important indicator for improving the quality of school food service. A national support policy is necessary for the ongoing maintenance and development of various programs that drive students' satisfaction and promote the adoption of education guidelines for school food service in China.