Differences between the Training of University Tutors in China and the UK - Case Study Example

1 Literature Review The training provision and skill level of the labor force of a nation has been widely regarded as essential to organizational and national performance in an era of global competition. China, with one of the largest labour forces in the world, has often been criticized for the low quality if its labour supply”(Fang 2005). On the other hand the labour force in the UK does not come even close to China’s population size, but it is plagued with some of the same problems which beset China. The inability to retrain the current labour force, and meeting the numerical demands for additional skilled labour, is affecting its competitive edge, within the European community and on the world stage. In a report recently completed by the British Chamber of Commerce; 300 employers were surveyed and, “…55 % of those surveyed are finding it more difficult to recruit skilled workers now, compared to five years ago” (Price 2007) At the end 1998, there were 699 million employees in China. Among them, 206.7 million were urban employees, accounting for 29.6 %, and 492.7 million lived in rural areas, accounting for 70.4%. Among the urban employed, 184 million were employees in enterprises of various types of ownership and 22.59million were self employed. Among the rural labor force, 372 million worked in the agricultural sector, 74.49 million were employed by township and village enterprises (TVEs) and 35.86 were self-employed.By the end of 1998, registered unemployed workers in urban China had reached 5.71 million. The registered unemployment rate was 3.1%”(Fang 2005). It is clear that China was faced with a monumental problem on 2 the basis of sheer numbers of individuals within its labor force, which was considered to be the primary target for retraining, and this was compounded by the vast numbers of individuals who were unemployed, and in need of retraining to re- enter the labour force. This burgeoning downturn was obviously recognized by the government prior to 1998, because on May 15, 1996 The Standing Committee of the Eighth National People’s Congress enacted order No. 69; The Vocational Education Law of the People’s Republic of China. This law calls for a redirection on the scope and policies which would guide the vocational training effort in the republic. The government became the proactive force and decided the scope and stipulated the implementation and philosophy, which the people of the Republic would be compelled to follow, to ensure that the country accomplishes its objectives; increasing the quantity and quality of production, while ensuring that a maximum number of citizens receive appropriate skills training. Accomplishment of these objectives will empower the country to remain competitive in the local and world markets, by providing the numbers and quality of skilled workers which the various types of businesses require. Additionally, it will reduce the national unemployment rate. “…the general provisions of the law stipulates that the state shall take all measures to promote employment, develop vocational education and that workers shall upgrade their vocational skills. At the same time the law has a special chapter, Chapter 8, on vocational training, which clearly specifies the responsibilities to be borne by the state, governments at all levels, employers and workers for the development of vocational training”(CMLSS 1999). Clearly, the party has made 3 everyone a stakeholder, and vested with a responsibility to assist in the success of the vocational training program. The Chinese vocational system is composed of four essential elements; “…(1) Diversified training at various levels, (2) Occupational Classification and Vocational Skill Standards, (3) Vocational skills testing and (4) Skill competition and skilled talents awarding”(Chinese Ministry of Labor and Social Security 1999). “…vocational training in China includes training before employment, training for army men, transferred to civilian work, training for apprentices, on the job training, transfer training, and other training of a vocational nature. Vocational training may, according to the actual situation, be classified as primary, secondary, or higher vocational training”(VELPRC 1996). “In 1999, decisions of deepening education reform and promoting overall quality education made by the Central Committee of Chinese Communist Party and the state council stipulated that diplomas and vocational qualification certificates enjoy equal status in the society”(Vice-Ministry of Labor) The training delineations mentioned above and the friendly environment on societal outlooks toward distinctions, have not been resolved in the UK. There exist in the UK a perceptual problem on the proposed awarding of two types (vocational diploma and the Academic type); the critical assessment is that the vocational diploma will create a form of pluralism; “…the diploma might … boost participation and even results, but, it has the clear downside of reinforcing the vocational/academic divide in our society with a vengeance”(Taylor 2005). This is not to say that the government in the UK has not taken a proactive stance towards vocational training and education, however, the government 4 has not been the guiding force articulating the scope and content of the reform. This “guidance” has come from a number of national bodies; “The Qualifications and Curriculum Authority (QCA), is the guardian of standards and quality across all qualifications (except degrees awarded by universities), including the school curriculum and assessment”(IOCREO). And the “National Qualifications Framework, where the national strategy aims to provide a framework and delivery plan for meeting the economy’s skill needs, including the development of the vocational ladder and the qualifications framework”(Dfes) The government of the UK has not universally codified its plan for vocational education, as has the Chinese government. “…in 2002, the state carried out a widespread skill enhancement action by implementing a plan for strengthening vocational training to improve employment qualifications and a national project for training skilled personnel”(Damucang Hutong). The phenomena which has taken shape in the contrast between the two countries and their approach to vocational training and development, is that China has approached its planning scenario from the top down approach, while the UK, has employed a bottom-up approach. Both countries are aware of what they need, and are also keen on why they need it. “It is estimated that nearly one-third of people of traditional working age in the UK are poorly qualified and almost seven million have problems with numeracy and literacy” (Confederation of British Industries 2006). The Confederation of British Industries claimed that a “stripped- down” approach in teaching science in the nations schools has led to a massive slump in the number of graduates who leave university with a degree in physics, engineering or technology”(Donoghue 2006). 5 Development “…Learning the foreign modern vocational thought and teaching patterns to improve the level of teaching is an important component of the reform of vocational education, for example, the “dual-track system” of Germany, the educational and training pattern based on ability in Australia and Canada. The Employment structure advocated by the World Labor Organization, the “skill courses for starting small enterprises”, initiated by the UNECO and the “Business and Trade Simulated Company”, springing up widely all over the world, all became the models for the reform of vocational education in China”(Damucang). “Teachers for vocational education are mostly graduates from regular Higher Educatioin Institutions. Since 1989, over 160 HEIs have established departments, specialities or classes devoted to the training of vocational education teachers. At the same time, the government began the establishment of teacher training bases for vocational education. Nowadays, there are over 50 training bases set by vocational technical colleges which are affiliated to HEIs and over 200 bases set by Central Departments and local governments. As a result, a training bases network has basically taken shape, meeting the needs of teacher training for vocational education of various forms and at various levels”(Damucang). “…In China there are two kinds of teachers in skilled worker schools. One is the theory teacher who teaches general knowledge courses, basic technical courses, and specialized technology. The other is the production practice instructor who teaches basic skill and comprehensive competence in the production process.Teachers in skilled worker schools come from three sources; university or college 6 graduates, most of whom are theory teachers; outstanding graduates from skilled worker schools, and technical personnel and experienced workers from industry. There are about 84,000 theory teachers, and 18,000 instructors in the skilled worker schools. The ratio of theory teacher to students is 1:16 to 1:22. Most of the technical teachers did not receive special training for vocational-technical education, so there is room for more training”(Zhengging) “…Legal responsibility over the whole range of vocational education and training (VET) in the UK is not clearly defined” (Marsh, Evans, and Bradley). “…In practice in the UK there is no clear distinction to be made between initial vocational education and continuing training and professional development”(Marsh et al). “…The main state provider of initial vocational education and training (VET) is the Further Education College. The Further Education sector overall comprise 456 general further education (FE) colleges, tertiary colleges, sixth form colleges, agriculture and horticulture colleges, art and design and performing arts colleges, and 14 specialist designated colleges.The 1992 Further and Higher Education Act (which included Scotland and Wales), established the colleges as independent entities to run on business lines”(Marsh et al). “In addition to this state provision, there are trainers working both in the work place (in-company-trainers) and in private training organizations”(Ibid) “…The lead body of particular relevance to the training of trainers was the Training and Development Lead Body (TDLB). This lead body devised a qualifications framework for trainers in all sectors, public and private within the National Vocational Qualifications framework. NCVQ (now part of the Qualifications Curriculum Authority – 7 QCA), also introduced a series of General National Vocational Qualifications (GNVQs), to meet the needs of young people in colleges. To deliver both NVQs and GNVQs teachers and trainers should gain training awards under the NVQ framework to the standards set by NTO (formerly TDLB) framework with a particular emphasis on assessment skills and in the accreditation of prior learning experience”(Marsh et al) Human Resource “…It must be appreciated that Chinese Human Resource policies and practices are quite different from those used in developed and market-economy developing countries, and careful consideration of local idiosyncratic practices is required”(Child1994). While the UK has also launched a program of enhancement, a poll commissioned by Foundation Degrees shows that Human Resource Directors (98%) are calling for the development of staff skills. “…However, at present, only 25 % of the business leaders say that their company is involved in the design and delivery of vocational training”(Foundation Degrees 2004). “…twp-thirds of the company directors believe their sector is feeling the effects of skills shortages, while more than half of the respondents claim their own businesses have suffered directly”(FD 2004). “It is estimated that nearly a third of the UK population of traditional working age are poorly qualified and almost seven million have problems with numeracy or literacy”(Dfes). In China, half of the 24 million people who enter the job market every year will not immediately be able to find work, despite the rapid growth in the country’s Gross Domestic Product, which is expected to create 10 million new jobs every year until 2010”(MLSS). Despite the apparent over supply the MLSS report stated, “…labor 8 shortages have hit factories in some prosperous regions. As a result, about 45 % of the enterprises in the Pearl River Delta, and 34% in the Yangtze River Delta, say they did not have enough workers last spring”(MLSS). “…37% of all the new jobs required a minimum level of skills, but only 13 % of migrant workers had received formal job training”(Chine Labor Authority). The MLSS report highlights the fact that China will move from an era of surpluses, into an era of labor shortages”MLSS). Conclusion China and the UK are plagued by some identical problems, as it relates to productivity, employment availability, skills levels, and competition. The modes which they have chosen to rectify their pressing dilemmas, are commonly viewed as practical. There exist in both countries, the pressing problem of filling job vacancies with the appropriate people. China has taken the approach that the Central Committee should take the lead in stipulating the course of action. They have done this with the promulgation of laws, which provide guidance and ostensibly afford all of the stakeholders with duties and responsibilities. The Central Committee has elected to employ at top down planning and implementation approach, while the UK embarked on a course of bottom up planning and implementation. The bottom-up approach allows the contributors and stakeholders to have input, in formulating the type of system which they perceive, best serve their needs. It can be reasonably argued that the top down approach, where the government perceives a need, and formulates programs,which will adequately address the public good, while serving the needs of all effected, is probably the best approach for China. Of course, this practice exist without input from its citizens. The people are permitted to 9 react and conform to the planning and implementation, but not contribute. This is a cultural reality in China. When one considers the shear size of the population, it is easier to tell one billion people what they will have, than to ask, one billion people, what they want. The manner in which China has elected to formulate it vocational skills program, reflects both operational and philosophical depth. They have attempted to seek out the ideas of other countries, and synthesize these inputs to accommodate their circumstance.Most of the details have been thought out when it relates to training teachers/trainers, and even the thought of establishing societal parity of achievement. On the other hand the UK, has employed the bottom up approach in its planning and implementation. This approach invites input from the public during the process of formulation. Of course, with this process, there will always be, the presence of varying opinions on how and what should be done. Clearly, everyone can not be accommodated, so there must be a consensus provided to enable forward movement. In the UK, the consensus is not yet clear. The need is obvious, but exactly how they are going to satisfy the need is still being debated. Both China and the UK are experiencing serious shortages in the area of skilled training, albeit Chinas system is up and running, the system in the UK is faltering. Which in the long run (the UK is instituting a 10 year plan for reform),is best suited for the improvement of vocational skills, is not yet discernable. It is not, because both countries are still experiencing serious developmental problems in all program areas in resolving their shortages.Which country has the best method, is yet to be determined. Works Cited British Chamber of Commerce (2007) UK Facing Skills Crisis, Allen Price and HRM Guide Network Contributions, retrieved on line on December 1, 2007, from www.personneldaily.com Child, J., (1994) Management in China During the Age of Reform. Cambridge, Cambridge University Press China Ministry of Labor and Social Security, retrieved on line of December 1, 2007, from, www.cpdrc.org.cn Cook, Fang (2005) Vocational and Enterprise Training in China: Policy Practice, and Prospect, Journal of the Asia Pacific Economy, Volume 10, Number 1, February 2005, pp. 26-55 (30), Retrieved on line on December 1, 2007, from www.duei.de Damucang, Hutong, Xidan, Beijing, Retrieved on line on December 1, 2007, from www.duzhendong@moe.edu.cn DFES, retrieved on line on December 1, 2007, from www.dfes.gov.uk Donoghue, A., (2006) The UK System is Failing the Tech Industry, Retrieved on line on December 2, 2007, from www.zdnet.co.uk Foundation Degrees Personnel Today, 8 November 2004, Retrieved on line on December 1, 2007, from www.monster.co.uk Recruitment Advertising and Human Resource Management in China, Retrieved on line on December 2, 2007, from www.recruitmentadvertis Taylor, M. Curtis P., (2005), Kelly Urged to Back Education Reforms, Guardian Unlimited, February 21,2005, Retrieved on line on December 2, 2007, from www.guardianunlimited.or The UK International Organization for Cultural Relations and Educational Opportunities, Retrieved on line on December 2, 2007, from www.qca.org.uk Vice-Ministry of Labor and Social Security, Retrieved on line on December 2, 2007, from www.ctrc.sice.oas.org Vocational education Law Peoples Republic of China, 1996, retrieved on line on December 2, 2007, from www.moe.edu.cn Zhengging, C., (1987) An Outline of Vocational Technical Teacher Training in China: Country Papers- People Republic of China, Paper presented at the Regional Workshop on Technical/vocational teacher Training (Chiba city Japan, May 11-22 1987) Zhu, C. J. & Dowling, C., (2000) Managing Human Resources, state owned enterprises in transitional economies, a case study in the Peoples’ Republic of China, Research and Practice in Human Resource Management, 8 (1) 63-92 Read More