International Journal of Education and Management Engineering(IJEME)

ISSN: 2305-3623 (Print), ISSN: 2305-8463 (Online)

Published By: MECS Press

IJEME Vol.2, No.1, Jan. 2012

Research On the “Cooperative Education” Model Cultivating In Higher Vocational Education

Full Text (PDF, 43KB), PP.35-41

Views:57   Downloads:2


Lina Yu

Index Terms

Cooperative Education;Vocational Education;Dual system;Industry-leading


At present, there are many problems with the cooperative education model in China. Some of these are external environment, and there are also some problems in the process of cooperation, which requires common solutions among government, industry, schools and businesses. To ensure the cooperative education develops effectively,the successful experiences of foreign countries should be adopted to establish a protection mechanism and explore specific measures to ensure both school and enterprise benefit from it.
This paper firstly defines the concept of cooperative education model. Secondly, it reports on the different policies implemented in western countries, and then thirdly proposes the principles and basic framework of building cooperative education. Finally some measures are proposed to address the present problem of cooperative education model. The study substantiated the meaning of cooperative education model, and suggested that China needs to seek its own development path for cooperative education.

Cite This Paper

Lina Yu,"Research On the “Cooperative Education” Model Cultivating In Higher Vocational Education", IJEME, vol.2, no.1, pp.35-41, 2012.


[1]ANTJE COCKRILL & PETER SCOTT (1997), Vocational Education and Training in Germany: trends and issues, Journal of Vocational Education and Training, Vol. 49, No. 3, 1997

[2]Axel Göhringer (2002), University of Cooperative Education – Karlsruhe: The Dual System of Higher Education in Germany, Asia-Pacific Journal of Cooperative Education

[3]Hildegard Brauns and Susanne Steinmann (1997), Educational Reform in France, West-Germany, the United Kingdom and Hungary: Updating the CASMIN Educational Classification, Arbeitsbereich I / Nr. 21 Mannheim 1997

[4]Patricia L. Linn, Adam Howard, Eric Miller(2003) , Handbook for Research in Cooperative Education and Internships, Routledge (19-83)

[5]ERICA SMITH (2004), Vocational Education and Training in Schools in Australia: what are the consequences of moving from margins to mainstream? Journal of Vocational Education and Training, Volume 56, Number 4, 2004

[6]PETER J. SMITH (2001), Learners and Their Workplaces: towards a strategic model of flexible delivery of training in the workplace, Journal of Vocational Education and Training, Volume 53, Number 4, 2001

[7]Young People’s Participation In Post-compulsory Education and Training (1991), Report of the Australian Education Council Review Committee 

[8]ROGER HARRIS, PETER WILLIS, MICHELE SIMONS & EMILY COLLINS (2001), The Relative Contributions of Institutional and Workplace Learning Environments: an analysis of apprenticeship training, Journal of Vocational Education and Training, Volume 53, Number 2, 2001