Vocational education in foreign countries plays a significant role in training personnel in accordance with the demands of the modern labor market. Developed and developing countries around the world consider vocational education as one of the main pillars of economic growth, industrialization, technological renewal, and social welfare. For this reason, although vocational education systems differ from country to country, the main goal uniting all of them is the formation of a qualified, practically skilled, and competitive workforce.
AzEdu.az presents a research article on vocational education in foreign countries.
In Turkey, vocational education is one of the main directions of state policy. Through vocational and technical high schools, as well as vocational schools, students are directed towards the labor market from an early age. Vocational education in Turkey primarily begins at the secondary education level, offering specializations in industry, agriculture, tourism, and service sectors. In recent years, the Turkish government has expanded cooperation with employers and increased opportunities for students' production experience. Graduates of vocational education have the opportunity to find employment both in the domestic market and in foreign countries.
In Ukraine, vocational education is primarily carried out through technical schools and vocational lyceums. In this country, vocational education is focused on training personnel for industry, mechanical engineering, agriculture, and service sectors. One of the main features of vocational education in Ukraine is its practical orientation. Students gain real work skills by undergoing practical training in production enterprises. In recent years, reforms have been carried out towards alignment with European Union standards.
In Russia, vocational education operates within the framework of the "secondary vocational education" system. Qualified personnel are trained in various fields through technical schools and colleges. The Russian vocational education system primarily focuses on industrial, energy, transport, and technical sectors. Here, vocational education is not considered an alternative to higher education, but rather a stage that complements it and provides direct access to the labor market.
In Poland, vocational education is structured in a form integrated into the European education system. Through vocational schools and technical lyceums, students acquire both theoretical knowledge and practical skills. The participation of employers plays an important role in Polish vocational education. With the support of the European Union, the quality of vocational education in Poland has been enhanced, and modern technologies have been incorporated into the teaching process.
In Belarus, vocational education is centrally managed by the state. Vocational lyceums and technical schools train personnel for industrial and production sectors. Students receiving vocational education here undergo production experience during their studies and have the opportunity to be employed in the state or private sector after graduation.
In Moldova, vocational education is primarily developed in the agricultural, service, and technical sectors. In this country, vocational education is considered one of the main tools for reducing youth unemployment. Within the framework of cooperation with European structures, steps are being taken towards the modernization of vocational education in Moldova.
In China, vocational education has a very extensive and multi-level system. The Chinese government invests heavily in vocational education amidst industrialization and technological development. Vocational colleges and technical institutes cover millions of students. In Chinese vocational education, close ties with production, the development of technological skills, and mass personnel training are among the main priorities.
In Japan, vocational education is built upon principles of discipline, quality, and technological precision. Technical colleges and specialized schools train specialists for industry and high technologies. In Japanese vocational education, special emphasis is placed on work culture and the concept of responsibility. Young people receiving vocational education here are distinguished by high work discipline.
In England, vocational education is carried out through "vocational qualifications" and "apprenticeship" programs. Students and young people both receive education and undergo paid practical experience in workplaces. In England, vocational education is recognized at the same level as higher education, and vocational diplomas are widely accepted.
In Romania, vocational education is primarily organized through technical lyceums and vocational schools. Following its accession to the European Union, reforms have been carried out in Romania to improve the quality of vocational education and adapt it to the labor market. Elements of dual education are gradually expanding.
Denmark is one of Europe's leading countries in the field of vocational education. Here, vocational education is primarily based on a dual system. During their studies, students both attend school and work in enterprises. In Denmark, vocational education is supported by social security, high wages, and strong trade unions.
In Norway, vocational education is closely linked to the social welfare model. Here, students receiving vocational education are supported by the state and receive high-quality education. In Norway, vocational education ensures the integration of young people into society and their sustainability in the labor market.
Germany, on the other hand, possesses one of the world's most successful models of vocational education. The dual education system is considered one of the main pillars of Germany's economic strength. Students gain real skills by undergoing practical experience in companies and receive wages during their education. In Germany, vocational education has a status fully equal to higher education and enjoys high prestige in society.
In other countries too, vocational education is developed in various forms. The general trend is that vocational education is becoming increasingly flexible, innovative, and aligned with international standards. States attach particular importance to vocational education to meet the changing demands of the labor market.
In conclusion, it can be said that the experience of Turkey, European, Asian, and other regional countries shows that vocational education in the modern era is not merely an alternative form of education, but one of the main mechanisms for economic development, employment, and social stability. Countries with strong vocational education systems have more sustainable labor markets, lower unemployment, and more competitive economies.
