1. Policy Evolution at the National Level
The development of policies for overseas enrollment of vocational colleges in China has evolved from exploratory pilot programs to comprehensive implementation. In 2010, the “National Medium- and Long-Term Education Reform and Development Plan (2010-2020)” explicitly proposed “expanding the opening up of education to the outside world” for the first time, pointing the way for the internationalization of vocational education. In 2016, the Ministry of Education issued the “Action Plan for Promoting the Joint Construction of the ‘Belt and Road’ Education,” identifying vocational education as a key area of ​​cooperation and proposing specific requirements for “carrying out cooperation in talent training.”

In 2019, the release of the “Implementation Plan for the Reform of National Vocational Education” marked a new stage in the internationalization of vocational education. The plan explicitly proposed “promoting vocational education to go global and strengthening cooperation with vocational education countries along the ‘Belt and Road,’” providing a policy basis for overseas enrollment of vocational colleges. In 2020, the “Opinions of the Ministry of Education and Eight Other Departments on Accelerating and Expanding the Opening Up of Education to the Outside World in the New Era” further refined the supporting policies, proposing to “improve the quality assurance mechanism for international students in China and optimize the environment for international students in China.”

2. Specific Policies and Action Plans
The “Action Plan for Improving the Quality and Excellence of Vocational Education (2020-2023)” specifically includes a section on “Enhancing the International Influence of Vocational Education,” proposing the implementation of the “Vocational Education International Exchange and Cooperation Plan.” This plan includes three core components: first, supporting vocational schools in enrolling international students; second, promoting the internationalization of vocational education standards; and third, establishing a number of international benchmark institutions.

In 2021, the “Opinions on Promoting the High-Quality Development of Modern Vocational Education” listed “improving the level of Sino-foreign cooperative education” as an important task, encouraging vocational schools to “introduce high-quality educational resources and carry out high-level cooperative education.” In the same year, the General Office of the Ministry of Education issued the “Notice on Key Tasks for Accelerating the Construction and Reform of the Modern Vocational Education System,” listing “expanding international exchange and cooperation in vocational education” as one of the ten key tasks.

3. Supporting Local Policies
Each province has formulated differentiated policies for the internationalization of vocational education, based on its regional characteristics and advantageous industries. Jiangsu Province issued the “Jiangsu Provincial Vocational Education Internationalization Action Plan (2021-2025),” proposing to reach 10,000 international students in vocational schools across the province by 2025 and establish 20 provincial-level internationalization demonstration schools. Zhejiang Province formulated the “Zhejiang Provincial Vocational Education Opening-up Implementation Plan,” focusing on supporting international cooperation in areas such as the digital economy and intelligent manufacturing.

Guangdong Province, leveraging the advantages of the Guangdong-Hong Kong-Macao Greater Bay Area, implemented the “Vocational Education Bay Area Connectivity” project, encouraging vocational schools to cooperate with universities and enterprises in Hong Kong and Macao to cultivate internationally-oriented technical and skilled personnel. Shandong Province, leveraging its manufacturing advantages, focused on training international students in equipment manufacturing, modern agriculture, and other fields from countries along the “Belt and Road.”

4. Implementation Mechanisms and Specific Measures

Enrollment System Construction: Vocational schools have established a relatively complete system for overseas enrollment. In terms of enrollment channels, a diversified pattern of “government leadership, school as the main body, and enterprise participation” has been formed. The Ministry of Education’s Overseas Study Service Center has established the “China Vocational Education Enrollment Platform” to provide one-stop information services for overseas students. Most vocational schools have established international education colleges or international cooperation and exchange offices specifically responsible for international student enrollment and management.

Enrollment methods are becoming increasingly diversified: First, targeted enrollment is conducted through intergovernmental education cooperation agreements, such as the “China-Africa Vocational Education Cooperation Program,” which trains 5,000 technical and skilled personnel for African countries annually. Second, enrollment promotion is carried out through platforms such as overseas Confucius Institutes and Luban Workshops. Third, cooperative relationships are established with foreign institutions, attracting students through credit recognition and joint training programs. Fourth, promotion is conducted through international exhibitions such as the China International Education Exhibition and the Vocational Education Exhibition.

Innovative Training Models: Vocational colleges have innovated various training models to cater to the characteristics of overseas students. The “2+1” model has become mainstream, with two years of professional theory and skills study in China and one year spent in China for internship and graduation project completion. Some institutions are exploring the internationalization of the “1+X” certificate system, integrating vocational skills level certificates into the training programs for international students.

Industry-University Cooperation Training Models are Becoming Increasingly Mature: Tianjin Light Industry Vocational Technical College cooperates with the Ethiopian Technical University to train leather processing technicians for the local community. Graduates directly enter leather enterprises cooperating between China and Ethiopia. Shenzhen Polytechnic collaborates with companies like Huawei and ZTE to train telecommunications technology talent for Southeast Asian countries, achieving a seamless connection between talent cultivation and enterprise needs.

Quality Assurance Mechanism: The Ministry of Education has established a quality assessment system for vocational colleges training international students, conducting comprehensive supervision from enrollment and admission to the training process and graduation requirements. In 2022, the Ministry of Education released the “Guidelines for the Quality of International Student Training in Vocational Colleges,” clarifying specific requirements for training standards, curriculum design, and faculty allocation.

Provincial-level quality monitoring mechanisms have been established. The Jiangsu Provincial Department of Education conducts annual special assessments of vocational colleges enrolling international students, and the assessment results are linked to school enrollment plans and project applications. Zhejiang Province has established an “Annual Report on the Quality of Internationalization of Vocational Education in Zhejiang Province” system for public oversight.