On Nov. 21, the "Global Strategy and Practice of High-Skilled Workforce Development" Parallel Session of 2024 World Vocational and Technical Education Development Conference took place at the National Exhibition and Convention Center (Tianjin). The event aimed to chart a new course for vocational education, drive innovations in strategies, policies, and models for skill development, and foster new impetus for the development of vocational education.

The parallel session was hosted by the Ministry of Education of the People's Republic of China, the National Commission of the People's Republic of China for UNESCO, and the Tianjin Municipal People's Government, organized by the Center for Vocational Education Development at the Ministry of Education (CVED), and co-organized by Tianjin College of Commerce.

Over 200 attendees from international organizations, countries, industries, enterprises, colleges and universities gathered to discuss global strategies for highly-skilled workforce development, sharing experiences and practices of industry-education cooperation in high-skilled workforce development and international cooperation in vocational education.

Lu Xin, President of the Chinese Society for Technical and Vocational Education and former Deputy Minister of Education, emphasized in her speech that the world is undergoing profound and extensive changes in terms of industrial structure, social structure, technological innovation, and cultural development, which have continuously put forward new requirements for the quality and skills of workforce. "To meet these demands, we must leverage technological innovation, enhance skill training, and develop high-skilled workforces. This parallel session, dedicated to the development of high-skilled workforces, holds practical significance as it facilitates the sharing of experiences and outcomes in policy-making, training models, and innovative institutional practices among various countries," she said.

Charlie Than, Minister of Industry of Myanmar, highlighted the need for a robust ecosystem for high-skilled workforce development, including efficient management, qualified teachers, and quality curricula, as well as the importance of collaboration to create a resilient and inclusive environment for high-skilled workforce development.

Moustapha Mohamed Mahamoud, Minister of National Education and Vocational Training of Djibouti, presented Djibouti's vocational education plan for 2021-2035, sharing the outcomes of cooperation with China's vocational education sector and expressing a desire to deepen international exchanges and cooperation.

Jean-Laurent Syssa-Magale, Minister of Higher Education, Scientific Research and Technological Innovation of the Central African Republic, outlined the country's economic and social development, aiming to strengthen vocational education and capacity building through international cooperation, with plans to establish a new university offering majors more aligned with labor market demands.

Somdet Thongchai, Chairman of the Board of the Maritime Silk Road Confucius Institute in Thailand, noted that Thailand, as the first country to integrate Chinese into its national education system, has seen over 1 million students learn the language, which has not only strengthened Thai-Chinese relations but also laid the groundwork for Thailand to adopt Chinese vocational education and skill development practices.

The session was chaired by Lin Yu, Director of CVED.

In the first special discussion on "Strategies and Policies for High-skilled Workforce Development", Huang Hui, Deputy Director of CVED, outlined China's strategic tasks and measures for developing highly-skilled workforces through vocational education. She analyzed the strategic roles and missions of China's vocational education in fostering new quality productive forces, building a modern industrial system, enhancing social welfare and the people's living standards, serving the comprehensive development of individuals, and contributing to the building of a community with a shared future for mankind. She also detailed measures for accelerating the integration of vocational and general education, industry-education integration, quality enhancement, digital transformation, and international engagement.

Sanaullah Panezai, Chief of Education at UNICEF China, shared UNICEF's philosophy and initiatives for advancing the development of children and adolescents globally, underscoring the significance of developing core competencies in youth to prepare them for future work and life. He highlighted the importance of vocational education students acquiring not only technical skills but also core competencies such as emotional management and problem-solving. He also presented the recent outcomes of the youth core competency project, a collaboration endeavor between UNICEF and the Ministry of Education of China, implemented through CVED.

Aamer Aziz, Deputy Director of the Technical Education and Vocational Training Authority in Punjab, Pakistan, introduced the establishment of "Luban Workshops" in partnership with Chinese colleges and universities, highlighting the collaborative efforts in setting standards, sharing resources, and training faculty and personnel.

Fu Xueling, Assistant Director of the Institute of Vocational & Adult Education at East China Normal University, shared scientific methods and paths for analyzing and forecasting the need for skilled workforce in the industry. Fu emphasized the importance of aligning vocational education with industry talent needs and improving the accuracy of talent demand analysis and forecasting as a basis for formulating vocational education policies and guiding institutional curriculum development.

Bundit Orkman, Director of the Bureau of Education Policy and Planning Office at the Vocational Education Commission (VEC) of Thailand, presented the structure and functions of the VEC and provided insights into Thailand's vocational education policies in the context of industrialization, sharing the highlights and outcomes of Thai-Chinese vocational education cooperation, including advanced certificate programs and dual-degree courses, the establishment of "Luban Workshops", and the "Chinese + Vocational Education" initiative.

In the second special discussion on "Innovative Modes of High-skilled Workforce Development", Damian Jacob Wyman, Executive Director of Global Partnerships and Strategic Initiatives at the Concordia Higher Education Alliance, summarized the essential elements of high-skilled workforces, emphasizing the importance of applying knowledge in target fields, innovating during task execution, thinking deeply when solving problems, collaborating efficiently in team work, and communicating effectively.

Dr. Martin Hofmann, Executive Vice President of Volkswagen Group China, highlighted the dual education system and the collaboration with China based on the industrial development of Volkswagen, underscoring the introduction of the "new collar" concept. He stressed that Volkswagen will further enhance its partnerships with Chinese governmental departments, colleges and universities, and enterprises, to jointly develop high-skilled workforces.

Wan Limei, Vice Chairman of the CPPCC Changzhou Municipal Committee and Director of the Changzhou Municipal Education Bureau, shared the successful experience of Changzhou as a national pilot city for industry-education integration, with an emphasis on the city's efforts in establishing a support system, a layout system, a collaborative education system, and a development service system for high-quality vocational education.

Monique Pascale Tudman, Director of International Operations at TAFE Queensland International Education, detailed the approach of TAFE colleges in Australia to vocational education that is closely aligned with industry needs. She highlighted how these colleges work with enterprises to design vocational education projects, develop curricula, and conduct training activities.

Zeng Li, Director of International Education at Lentiz Education Group, detailed the Dutch approach to vocational education that is characterized by robust public-private collaboration, a strong emphasis on practical experience, a focus on emerging sectors, a commitment to lifelong learning, and the development of soft skills.

In the third special session on "College Practices for High-Skilled Workforce Development", representatives from various educational institutions shared their experiences, practices, and practical explorations in educational innovation, digital empowerment of specialized courses, international cooperation projects, and the establishment of overseas applied technology universities. These representatives included Prof. Claudio R. Bo?r from the University of Applied Sciences and Arts of Southern Switzerland; Lan Zuoping, Vice President of Chongqing Medical and Pharmaceutical College; Prof. Zhou Wei, President of the International Society for Intelligent Manufacturing, Singapore; Huo Xiongfei, President of Qinghai Vocational and Technical University; Prof. Josef Guggemos from the University of Education Schw?bisch Gmünd; Xie Junwu, Deputy Secretary of the Party Committee and President of Lanzhou Resource and Environment Vocational and Technical University; Sok Huy, Cambodian President of Cambodia-China University of Technology and Science; Zhang Danyang, President of Tianjin Electronic Information College; Panfilov Aleksei, Vice President of Vladimir State University; and Shen Lin, Secretary of the Party Committee of Changzhou Vocational Institute of Mechatronic Technology. They concurred that in the era of digital and industrial transformation, vocational education and talent development must proactively adapt, explore and take paths of digital, green, and international development.

The consensus of the parallel session was that high-skilled workforce development aligns closely with the goal of quality education outlined in the United Nations' 2030 Agenda for Sustainable Development, representing an essential choice for vocational education to enhance human welfare and collectively embrace a brighter future. The conference topics were common concerns among various countries, displaying both commonality and specificity. The parallel session was characterized by three key features: the pursuit of valuable vocational education policies, the sharing of experiences in practical exploration, reform and innovation, and an emphasis on open cooperation and mutual learning. The discussions elicited strong resonance and enthusiastic responses from attendees, marking a significant event for the exchange of vocational education policies, theories, and practices. This exchange is poised to facilitate international mutual learning, better equipping countries to face future opportunities and challenges, and to align more effectively with new global economic and social development trends and the building of a community with a shared future for mankind.

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