TITLE:
“Chinese + Vocational Skills” Education in East Africa: Evolution of Pathways, Challenge Insights and Future Outlook
AUTHORS:
Kun Tang, Tingting Tian, Ya’nan Wu
KEYWORDS:
East African Countries, “Chinese + Vocational Skills”, Development Trajectory, Future Development
JOURNAL NAME:
Open Access Library Journal,
Vol.12 No.11,
November
27,
2025
ABSTRACT: This study constructs a three-dimensional analytical framework of policy drivers-implementation pathways-effectiveness evaluation, employing literature analysis and case study methods to explore the developmental patterns of “Chinese + vocational skills” education in East Africa. The findings reveal that this model has undergone three distinct stages of evolution, forming four typical modes—addition, coordination, integration, and fusion—which represent a trajectory from simple coexistence to deep integration. Despite notable progress, the promotion of “Chinese + Vocational Skills” education in East Africa faces multiple challenges: (1) A structural shortage of qualified teachers, particularly of “dual-qualified” instructors; (2) The absence of unified curriculum standards and certification systems, undermining training quality; (3) Weak digital education infrastructure, limiting the development of innovative teaching models; (4) Insufficient depth of industry-education integration, resulting in a loose connection between talent cultivation and labor market demands. Nevertheless, strong policy support, expanding market demand, and continuously innovating cooperation models have provided robust momentum for the sustainable development of this educational approach. Looking ahead, East African countries should promote “Chinese + vocational skills” education from three key dimensions: (1) Accelerating digital transformation and intelligent upgrading by jointly building digital education platforms and strengthening digital skills training; (2) Deepening industry-education integration and standard construction through school-enterprise collaboration and the development of localized certification systems; (3) Establishing localized and sustainable development mechanisms by cultivating local teachers, integrating programs into national education systems, and diversifying investment channels.