Journal: Region - Educational Research and Reviews DOI: 10.32629/rerr.v8i7.5584
Abstract
"Chinese + Vocational Skills" education integrates international Chinese language learning with technical and vocational education and training (TVET) to prepare learners for communication and task performance in real workplaces. This study examines the recent development of teaching standards and proposes a curriculum framework that can translate broad proficiency requirements into teachable and assessable modules. A focused review of vocational Chinese standards and recent curriculum research shows an initial standards basis and diverse program practices, but four recurring gaps remain: weak linkage between occupational tasks and language outcomes, uneven localization, insufficient supply of dual-competent teachers, and language-centered assessment. The study proposes a four-layer teaching-standard model—program orientation, competency domains, performance descriptors, and evidence-based assessment—and a five-module curriculum covering workplace Chinese, occupational communication, integrated technical tasks, intercultural professionalism, and capstone projects. The framework emphasizes authentic tasks, school–enterprise co-development, localization, and iterative quality assurance.
Keywords
Chinese + vocational skills; vocational Chinese; teaching standards; TVET; curriculum framework; competency-based education
Full Text
PDF - Viewed/Downloaded: 0 TimesReferences
[1] Center for Language Education and Cooperation. Chinese Proficiency Standards for Vocational Education[M]. Beijing: Beijing Language and Culture University Press, 2024.
[2] Zhao Y, Liu Z. Innovation and integration: analysis of research hotspots and frontiers in "Chinese + vocational skills" education—based on bibliometric analysis visualized by CiteSpace[J]. Fonseca, Journal of Communication, 2024, 28(2): 227-240.
[3] Chen P, Goncharova A, Li J, et al. Competence-based approaches in curricula: a comparative analysis of Russian and Chinese commercial vocational education and training programmes[J]. Research in Comparative and International Education, 2024, 19(1): 63-90.
[4] Nateghian N. English language needs of Iranian students of civil engineering: are the courses aligned with workplace needs?[J]. English for Specific Purposes, 2024, 76: 122-135.
[5] Jiang L, Qu Y. Assessing core competencies of business English students in Chinese higher vocational colleges[J]. Scientific Reports, 2024, 14: 29328.
[6] Qiu X, Zhang T, Dong S. Self-regulated strategy instruction: insights from ESP teachers at a Chinese university and vocational college[J]. System, 2024, 120: 103188.
[7] Zhong Z, Juwaheer S. Digital competence development in TVET with a competency-based whole-institution approach[J]. Vocation, Technology & Education, 2024, 1(2): e13. doi:10.54844/vte.2024.0591.
[8] Ho T Q N. Computer-mediated communication: application to vocational English education[J]. Journal of Technical Education Science, 2024, 19(Special Issue 03):102-109.
[9] OECD. Education at a Glance 2024: OECD Indicators[R]. Paris: OECD Publishing, 2024.
[10] UNESCO. Recommendation on Technical and Vocational Education and Training (2015): Results of the Second Consultation of Member States on the Implementation of the UNESCO TVET Recommendation, 2019-2022[R]. Paris: UNESCO, 2024.
[11] Li Y. Language education empowers labor force to improve vocational skills: a comparative study on "language + vocational skills" education in China and Japan[J]. Journal of Macau University of Science and Technology (Humanities and Social Sciences), 2025, 19(3):163-186.
[12] Wu J. From needs analysis to development of a vocational English language curriculum in Chinese vocational university: a literature review[J]. Adult and Higher Education, 2025, 7: 68-74.
[13] Cam TT, Vu PT. The needs and learning situation of Chinese for specific purposes of Chinese language students at Hanoi University of Industry[J]. VNU Journal of Foreign Studies, 2025, 41(5): 160-174.
[14] Okoye M C, Hui X, David A M. Comparative analysis of technical and vocational education and training systems in China and Sub-Saharan Africa for sustainable development[J]. Discover Education, 2025, 4: 535.
[2] Zhao Y, Liu Z. Innovation and integration: analysis of research hotspots and frontiers in "Chinese + vocational skills" education—based on bibliometric analysis visualized by CiteSpace[J]. Fonseca, Journal of Communication, 2024, 28(2): 227-240.
[3] Chen P, Goncharova A, Li J, et al. Competence-based approaches in curricula: a comparative analysis of Russian and Chinese commercial vocational education and training programmes[J]. Research in Comparative and International Education, 2024, 19(1): 63-90.
[4] Nateghian N. English language needs of Iranian students of civil engineering: are the courses aligned with workplace needs?[J]. English for Specific Purposes, 2024, 76: 122-135.
[5] Jiang L, Qu Y. Assessing core competencies of business English students in Chinese higher vocational colleges[J]. Scientific Reports, 2024, 14: 29328.
[6] Qiu X, Zhang T, Dong S. Self-regulated strategy instruction: insights from ESP teachers at a Chinese university and vocational college[J]. System, 2024, 120: 103188.
[7] Zhong Z, Juwaheer S. Digital competence development in TVET with a competency-based whole-institution approach[J]. Vocation, Technology & Education, 2024, 1(2): e13. doi:10.54844/vte.2024.0591.
[8] Ho T Q N. Computer-mediated communication: application to vocational English education[J]. Journal of Technical Education Science, 2024, 19(Special Issue 03):102-109.
[9] OECD. Education at a Glance 2024: OECD Indicators[R]. Paris: OECD Publishing, 2024.
[10] UNESCO. Recommendation on Technical and Vocational Education and Training (2015): Results of the Second Consultation of Member States on the Implementation of the UNESCO TVET Recommendation, 2019-2022[R]. Paris: UNESCO, 2024.
[11] Li Y. Language education empowers labor force to improve vocational skills: a comparative study on "language + vocational skills" education in China and Japan[J]. Journal of Macau University of Science and Technology (Humanities and Social Sciences), 2025, 19(3):163-186.
[12] Wu J. From needs analysis to development of a vocational English language curriculum in Chinese vocational university: a literature review[J]. Adult and Higher Education, 2025, 7: 68-74.
[13] Cam TT, Vu PT. The needs and learning situation of Chinese for specific purposes of Chinese language students at Hanoi University of Industry[J]. VNU Journal of Foreign Studies, 2025, 41(5): 160-174.
[14] Okoye M C, Hui X, David A M. Comparative analysis of technical and vocational education and training systems in China and Sub-Saharan Africa for sustainable development[J]. Discover Education, 2025, 4: 535.
Copyright © 2026 Jiaqi ZHU
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License