“Bring In” and “Go Global” Strategies in Vocational Colleges: The JP Case

Post Time: 2020-02-03
 Vocational colleges are no longer just domestic schools, and their advancement has gained international attention. Schools have thus begun to actively cooperate with overseas institutions to better manage and organize educational activities and works. As a particular case of excellence, Jinhua Polytechnic has established long-term cooperative agreements with more than 100 universities and educational institutions in 38 countries and regions in the world. Let’s see how—as a model for vocational schools—JP is working on the strategies of “bring in” and “go global.”

Wu Jiajing: My name is Wu Jiajing, and I am 22 years old. I am a student of Sports Management at Jinhua Polytechnic. We have at least four international teachers giving us classes each semester. According to the American curriculum, we have different international teachers teaching different classes. The total number of courses they teach is more than one-third of the total courses we take in college. For example, our kayaking classes consist of several phases, including warming up, learning fundamental skills, basic training drills, and a final race.

The majority of the domestic teachers base their classes on oral explanations, while the international teachers primarily do things leading us to practice together. Every time it’s time to go in the water, the teacher enters the water first and leads the class.

In addition, the teacher also shows us videos of kayaking competitions in European and American countries. After watching them, we feel enthusiastic and full of motivation.


Zhu Mochi: My name is Zhu Mochi. I am a teacher at Jinhua Polytechnic and, at present, also an ordinary teacher working at teacher aide programs in Africa. I went to Rwanda with two of my colleagues in November 2018. My main responsibility is to provide ICT for our partner college, Musanze Polytechnic, including courses on teacher training and information communication. In total, we taught six courses last year, amounting to more than 3600 trainees.

Locals think that as long as there is Internet access, they do not need to have designated fire exits in the school, for instance; other similar ideas also might have an impact on overall security. At times, we take our students to visit Chinese-invested enterprises working on site to try to help the students to understand the use of certain techniques, showing that under certain circumstances, the application of suitable techniques and technologies contribute to solve a wide range of problems.

Reporter: When are you going to Africa next time?

Zhu Mochi: This month. I was there during Spring Festival also last year.

Now, the Sino-African friendship is at the best stage, especially since the visit of President Xi Jinping in 2018, and the following ones by the Zhejiang governor and Jinhua leaders. At this crucial point in history, I said that I would teach in Rwanda and hope to bring my own contribution to lead the country to change and improve the overall quality and mode of living. I think this is the most meaningful thing for me to be out of my country at this time. (Translated by Marco Lovisetto, edited by Mariam Ayad)

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