1. International organizations pay more and more attention to the reform of vocational education

The different levels of productivity development in different regions of the world make the regional economic structure and labor market demand different, and the development of vocational education in various industries also adapts to local conditions. The international organization of global education, represented by UNESCO, actively explores "changing the strategy of vocational and technical education and training to achieve a successful and just transformation", connecting education with the work world and helping young people develop employment opportunities and acquire the skills needed for work and entrepreneurship. The report "The Future of Education" published by UNESCO deeply discusses digital technology, climate change, social polarization and uncertain job prospects, and calls on individuals and collectives to realize educational transformation and build a just, fair and sustainable future by virtue of action, leadership, resistance to pressure, creativity and care. CEDEFOP released a report entitled "The Future of Vocational Education and Training in Europe", which promotes the transformation of curriculum structure, curriculum content and teaching mode by evaluating vocational education. Southeast Asia Education Ministers Organization (SEAMEO) issued a report to raise the attention, awareness and investment of member countries in lifelong education, and put forward a series of accreditation programs for lifelong learning and non-traditional education qualifications. The Organization for Economic Cooperation and Development (OECD) held the Skills Summit in 222, and discussed the policy experience of designing and implementing vocational education projects, aiming at improving the vocational skills of vulnerable groups and formulating all-round support policies. From a global perspective, vocational education, as an important type of education, has been widely recognized by international organizations, which are vigorously advocating the construction of a new pattern of sustainable development of vocational education.

2. Countries continue to increase investment in the development of vocational education

Countries all over the world, guided by the demand of the labor market, promote and promote the development of vocational education from top to bottom by means of economic investment and policy support, and create good conditions for improving the working ability of talents. The British government has invested 4 million pounds to fund 62 continuing education schools to build and improve infrastructure and create more related employment opportunities nationwide. The Finnish Ministry of Education and Culture allocated 15 million euros of strategic funds for the implementation of the Finnish Education Policy Report, which was used to develop vocational education and training, cultivate vocational education teachers' leadership and improve students' learning skills. The German Federal Government promotes the "National Continuing Education Strategy", allowing more employees and companies to receive further training and qualification certification. The government subsidizes 4, housing units every year, further enhancing labor participation in the fields of architecture, civil engineering, energy technology, pipelines, sanitation, heating and air conditioning technology, so as to strengthen the construction of the "dual system" education and training system. The Spanish government has promoted the goal of "the year of new vocational education in 222", and has allocated about 2.3 billion euros to promote the development of vocational education. At the same time, it has passed the bill on the development and reform of comprehensive vocational education and training system, which makes the educational content closer to the needs of work. Sufficient funds from various sources such as the state and the government can provide better hardware conditions for the development of vocational education.

3. Promoting digital transformation of global vocational education

Under the background of epidemic situation and digital economy, the field of vocational education is facing a wave of digital transformation, and countries are constantly helping to reshape the new ecology of vocational education. The German Federal Ministry of Education and Research signed a joint statement with the federal states to develop German artificial intelligence research centers and accelerate the transfer of artificial intelligence research and development to innovative products, services and start-ups. The General Administration of Vocational Education and Training of Vietnam has implemented a training plan for managers of vocational education and training institutions, and held a seminar on "Vietnam's Digital Economy Potential" together with the National Innovation Center of the Ministry of Investment and Google, effectively adapting to the development requirements of the digital economy. UNESCO's International Center for Vocational and Technical Education and Training launched the first network cooperation plan, adopting the framework of vocational education digital competence, implementing digital competence training, developing and upgrading the digital competence of teachers, managers and administrators, and sharing the resources and experiences of the results-oriented management system at all implementation levels by establishing an online sharing system. The European Social Fund puts forward ten standardized regulations based on "practical actions to encourage the development of high-quality digital learning experience", which promotes the digitalization of education and training and better supports educators, learners, government authorities and intermediaries in modern society.

4. In-depth school-enterprise cooperation promotes high-quality employment

Affected by the epidemic, the economic growth rate of countries around the world has slowed down and the employment environment has become more and more complicated. Governments of all countries join hands with enterprises to vigorously develop vocational education and promote population employment and economic development. The agricultural technology innovation center in British Columbia, Canada, is expected to create 2 jobs and provide training for more than 7 workers. Singapore Institute of Technology and Education has established a partnership with VIV to promote training in the field of 3D virtualization. Emilia-Romagne Region of Italy, together with local schools and enterprises, launched the "Italian Dual Education System" project to provide students with internship skills training and government subsidies. The Australian government has invested more than 1 million US dollars to launch the "Digital Skills Student Experiment" project to help students put classroom courses into practice and become the most suitable technical talents for employers. Singapore's Ministry of Education has launched a new skill-based career transition plan and provided better pre-training and post-training funding services. South Korea's Ministry of Education announced the promotion plans of "High School Graduates' Ability Strengthening Support Project" and "Vocational High School Practice Support Guidance Project", with a total investment of 16.2 billion won, to support vocational high school students' qualification examination certificate acquisition and practical skills promotion counseling, and to strengthen their employability. The New Zealand government is reforming the vocational education system to help learners, employers and communities develop in a coordinated way, thus promoting employment more effectively. At the same time, international organizations also play an active role in promoting the employment of the population in a country or region. The World Bank supported the Lao Ministry of Education and Sports and the Ministry of Labor and Social Welfare to launch the "Skills Growth Project in Priority Areas" to improve the employment prospects of young people in Laos through curriculum development, teacher training, providing online learning platforms, career counseling, and providing subsidies for poor students.

5. Vocational education in various countries attaches importance to the concept of sustainable development

Many countries around the world carry out green transformation and promote the transformation and upgrading of economy, energy and industrial structure in order to achieve sustainable economic and social development. Sustainable development has also become an important indicator of the high-quality development of vocational education, and the development of green vocational education has become an inevitable requirement for all countries and international organizations to promote the green development of economy and society. In the Education Agenda 23, UNESCO emphasized that from 222 to 229, technical and vocational education will be transformed to achieve success and justice by promoting skills development and promoting the transition to a more digital, green and inclusive economy and society. The Organization for Economic Cooperation and Development calls for green transformation to help create new types of employment opportunities, drive economic growth and achieve all-round green development. The European Forum on Vocational Education and Training (EfVET) adheres to the concept of sustainable development and circular production in the European Union, and puts forward the Fields project of sustainable development in the field of agricultural education, aiming at promoting the effective utilization of resources, restoring biodiversity and reducing pollution by developing in a clean and circular direction. At the same time, the importance of climate change is emphasized, especially for food production, and it is called for the young people to be actively taught gardening and agricultural science and technology to ensure food production.

6. Countries take measures to solve the shortage of teachers in vocational education

The development of vocational education in the world has been strongly promoted. Many countries and regions have problems of shortage of teachers and insufficient reserves of high-quality technical and skilled teachers. International organizations have taken measures to speed up the construction of teachers and promote the professional development of teachers. UNESCO cooperates with other countries to improve policies related to teachers and support high-quality training focusing on inclusiveness, gender sensitivity and digital technology, so as to cope with the shortage of about 69 million teachers around the world and help teachers keep up with educational changes. The BRICS Vocational Education Alliance held a "Career World-Teacher Training Workshop" to train outstanding teachers for the development of vocational education in member countries. UNESCO's "Global Teacher Campus" has expanded its online catalogue of self-paced and convenient courses for teachers around the world, providing resources in 16 languages and 38 courses to improve teachers' skills in information and communication technology, online or mixed teaching, social and emotional support and well-being. The World Bank put forward the Teaching Technology (T4T) project, which aims to help countries implement effective and scalable teacher professional development projects, and use low-tech and high-tech solutions to train and support teachers to become "lifelong learners and promoters of lifelong learning".

7. International cooperation in global vocational education has been further deepened

Despite the epidemic, international cooperation in global vocational education has been steadily advanced. Many countries and regions in the world have opportunities and space for development in the fields of policy supervision, industry standards and curriculum system. By promoting the international cooperation of vocational education with coordinated resources, the development of vocational education and economic development of both sides can be promoted more effectively. Britain has successfully promoted the implementation of the Turing Plan, and 38, students of different ages have the opportunity to study, exchange and work in more than 15 countries and regions such as the United States, Japan, Canada, Thailand and South Africa. Cambodia successfully held the online training program of "Chinese+Vocational Skills" for local Chinese teachers, which not only improved the resource reserve of high-quality Chinese teachers in Cambodia, but also further promoted the vocational education cooperation and cultural exchange between China and Cambodia. Sweden provided US$ 11 million to support the four-year project of "Strengthening Vocational Education and Training in South Sudan" in cooperation with South Sudan, aiming at solving the problem of vocational education and training gap in South Sudan and laying the foundation for the sustainable development goals of both sides.

8. Skills competition has become an important way of international cooperation

With the active participation and promotion of all countries in the world, skills competition has become an important platform for technical and skilled talents from all countries to exchange and display their professional skills. In 222, in the World Skills Competition organized by World Skills Organization, six categories of competition items, such as structure and construction technology, creative art and fashion, information and communication technology, manufacturing and engineering technology, social and personal services, transportation and logistics, became the stage for contestants from all countries to deepen their professional skills exchange. The "222 Distance International Competition for Professional Teachers in BRICS Countries and Asia-Pacific Region" was held by the Russian Skills Group of the BRICS Business Council. Players from six countries including China, Russia, India, Iran, Malaysia and Belarus participated in the distance online skills competition. The African Vocational Skills Challenge is in line with Kenya's long-term goal of industrialization in 23, and promotes the development of African industrialization and international exchange of skills. The Sixth European Vocational Skills Week was successfully held in Europe, with the theme of skills measures to achieve carbon neutrality in European green agreements, providing a platform for talents from all countries to learn and exchange professional skills.

9. Promoting lifelong development of vocational education and training

In order to improve and consolidate workers' professional ability, adapt to the sustainable development of economy and society, it is particularly important to cultivate their lifelong learning and development ability and create an environment for lifelong learning. Countries have introduced corresponding policies to support lifelong learning and lifelong education. For example, the seminar on promoting cooperation in vocational education in Japan mentioned the concept of strengthening lifelong learning, and workers must plan their careers from the perspective of employers and strengthen lifelong learning. Singapore Institute of Higher Education has launched four new courses of Future Skills Work-study Program to improve graduates' employability and further obtain industry-recognized qualifications. The UNESCO Institute for Lifelong Learning issued a new policy brief "Transforming higher education institutions into lifelong learning institutions", proposing that the national government should support the institutionalization of lifelong learning through policies and regulations and empower lifelong learning for all.

1. China actively participates in global vocational education governance

With the gradual deepening of global vocational education cooperation, China has played a vital role in the international stage of vocational education cooperation. In 222, the World Conference on Vocational and Technical Education Development was held in Tianjin, and the theme of "Vocational and Technical Education Development in Post-epidemic Era: New Changes, New Ways and New Skills" was extensively discussed, and the Tianjin Initiative was formed by combining the opinions of representatives from 123 countries (regions). In the same year, the BRICS Vocational Education Alliance Conference hosted by the Ministry of Education was held in Beijing in the form of online and offline, and announced the formal establishment of the BRICS Vocational Education Alliance. "222 China-ASEAN Education Exchange Week" opened in Gui 'an New District with the theme of "* * * Building a Friendly Home * * * Creating a Colorful Future", and * * * planned and formulated the vision of education development cooperation for 23. In addition, the China Vocational and Technical Education Association and the Vocational Education Development Center of the Ministry of Education held an international seminar on "One Belt, One Road" vocational education, and discussed in depth the hot issues of international cooperation in vocational education with representatives from more than 1 countries and regions. Ministry of Human Resources and Social Security China Institute of Personnel Science also took the lead in conducting a series of interviews on "Current Situation of Vocational Education and Labor Skills Improvement in Thailand under the Background of Industry 4.", summing up the changes of labor skills demand, and exploring new modes and paths that conform to the cooperation of labor skills improvement among countries in Lan-Mei region.