Effective Education for Employment

Traditional Methods Of Teaching Still Dominate

There is a vast process of modernisation happening across China. It is being driven by business and industry, and can be seen first-hand in the huge infrastructure projects being undertaken to support the blossoming economy.

Modernisation has been slower to reach the education system, however. Teaching is based on traditional didactic, classroom-based learning, even though practical and experiential-style facilities are available. This approach impacts at every level. Employers commonly complain that new recruits do not have the ability to apply the knowledge they have learnt from the classroom. Classroom-based learning also provides fewer opportunities for developing soft skills and creativity.

Work Experience Opportunities Are Scarce

Employers and training providers recognise the need for some practical engagement as part of the learning experience. But, while there are some examples of this, there is little interaction between education and business in this area.

The reasons for this are mixed. To an extent, the cultural and historical norms in the education system work against providing experiential learning opportunities. There are no structures or policies to support this type of interaction; there is a general cynicism from business towards this kind of engagement; and, while internships and apprenticeships are familiar, there isn't an appetite for the approach.

This is explained, in part, by the challenges of staff retention and the realities of a newly mobile workforce. Businesses are enthusiastic about the idea of finding a graduate and helping them build on their abilities but loyalty to one company seems to be less common among the general workforce. Businesses are therefore wary of investing time and resources in individuals who will move on. Without better ways to generate more practical learning experiences, however, the ability of new recruits to do their jobs effectively will continue to be a problem.

New Workforce Expectations

Young people's expectations and aspirations have changed with the growth in the economy. The explosion of opportunity has broadened the aspirations of those leaving education. This is a positive thing, of course, but it has also created a significantly more mobile workforce who is increasingly aware of its market worth and consequently lacks loyalty to its employers.

Research participants believed that attitudes towards employers had changed in recent years. New employees expect a good salary and to be given responsibility. There is often a lack of humility and an absence of a strong work ethic. It is hard to say whether this is connected to heightened aspirations, the result of a broader cultural dynamic, or both. But, whatever the case, the perception is that today's employees have lost the respect for work that prevailed in previous generations. Whether education can address these issues, and how it might begin to do this, is an interesting debate.

A Need For Improved Recruitment Methods

Businesses must identify the skills they need and find them quickly in the market. There are indications that Human Relations (HR) departments typically don't have the sufficient capacity to recruit the right people, though. Current recruitment methods are considered to be outdated, and recruiters are commonly described as 'not sufficiently skilled' to identify appropriate candidates. There is an increasing trend towards outsourcing HR/recruitment facilities - particularly in larger organisations. And, although outsourcing may be seen as cost effective, it does create further distance between the employer and future employees.

No Mechanisms To Assess Soft Skills

Soft skills are becoming increasingly important for many jobs in the new economy but existing recruitment approaches do not seem to be assessing soft skills in candidates. There are also no significant mechanisms to match recent graduates with available jobs. With such a vast and expanding workforce, it will be vital to improve the communication between what employers need and what the workforce has to offer.

No Employer Voice

It is critical for industry to play an active role in creating effective professional education programmes in China, as it is everywhere else. However, employers are not sufficiently engaged in the delivery of education in order to define human resource needs, identify skills requirements and assist in the design of professional education content. The formal mechanisms that do exist between employers and educators are not viewed as successful. And, crucially, there is not enough ongoing dialogue between industry and the Ministry of Education. While it is generally accepted that educational policy and curriculum design should be driven by the needs of business and society, this is not currently the case.

Without improving channels of communication, education will not successfully deliver appropriately skilled individuals to fulfil China's skills requirements.

The Emphasis On Academia

Professional education still has a poor image in comparison to academic study. While this reflects the situation globally, it is perhaps more acutely felt in China. Academic achievement is still the most aspirational choice. It is generally believed that an academic education will provide the most likely route to a good job, and also that vocational study, in some way, represents educational failure.

The situation was compounded in June 2007 when the government issued the 'No. 14 Guideline', which explicitly discouraged universities from running vocational programmes. Ironically, employers are becoming disillusioned with the value of academic study, preferring an education based around the skills needed to perform a job. No one currently wants to be a part of the vocational education system, though, whether this is for reasons of quality or culture.

The Emphasis On Gaining A Certificate

Gaining a certificate seems to be the primary reason to join an education programme, particularly amongst learners and employees.

Not surprisingly, employers are beginning to challenge this idea because of the mismatch between certified educational achievement and the candidates' ability to actually do a job. The perceived value of certificates does vary between accrediting authorities but many courses and providers do not deliver necessary quality to justify employer trust.

Lack Of Policy Direction

The research suggests that there could be a clearer direction for China's skills strategy. Policies covering vocational education have only been in place over the last 10 years, and there is now a great need for more government investment in the relevant programmes. There should also be more activity to bridge the gap between industry and education providers.

Qualities Valued By Employers In China

• Encouraging to others
• Brings humour to the workplace
• An ability and willingness to learn
• Showing commitment beyond the cause
• Able and willing to help others
• Fosters positive relationships with colleagues
• An ability to understand his or her environment and appreciate boundaries
• Multi-skilled - someone who can work in different ways