Abstract
Vocational education and training have been widely found to be related to economic development. In China, a country with a collectivist ideology, this relationship is especially significant and is reflected in many vocational education policies. This study analyzed the relationship between national development and Chinese technical and vocational education and training (TVET) in a systematic review. The study screened 33 vocational education policies that depicted the government's expectation of promoting economic development. These policies were screened, coded, categorized, and connected based on the Preferred Reporting Items for Systematic Reviews and Meta-Analysis standards. Qualitative methods and the theoretical framework of Ashton and Green were used to analyze the policies. Six themes were generated to detail the Chinese TVET development form and its attempts to promote national development: the modern TVET system, school-based vocational education, the competency-oriented curriculum system, student incentives, employer incentives, and workplace-based skills training.
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