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Modern educational environment in the system of vocational education focuses on the requirements of labour market and those of employers to the content of graduates’ professional competencies. Thus, the purpose of this paper is to develop practical guidance on the arrangement of cooperation between labour market and regional vocational education system.

Participative approach allowed considering the cooperation between labour market and regional system of vocational education as the process aimed at creating management tools for formation, use, development of human resources. The research involved 300 teachers, 400 students, 100 employers, who found out the effectiveness criteria for the cooperation between labour market and vocational education system.

The findings reveal national models characteristics and universal tools for cooperation between vocational education institutions and enterprise. National models characteristics allow identifying the most advantageous cooperation tools; comparing suggested tools with the experience of others and thereby assessing their relevance and implementation risks.

The research results allow us to plan strategies for further studies of this problem, which are related to the development of models for cooperation between labour market and vocational education system.

The identification of universal tools for cooperation between vocational education institutions and enterprise promotes the integration of national vocational education systems into national educational space. The materials of the paper can be useful for university leaders and professors; employees of centres for professional advancement and retraining in selecting and structuring the content of academic and teaching staff’s advanced training.

The revealed criteria contribute to vocational education programmes integration, connection between professional and educational standards, students’ professional identity.

The effectiveness of the cooperation between labour market and vocational education system will be improved by studying national models and identifying the most advantageous cooperation tools (modular training, voluntary social/ecological year, educational resources integration, state and public management, clustering vocational education institutions and industry companies). This will allow comparing the suggested tools for collaboration between labour market and vocational education system with the experience of others and thereby assess their relevance and implementation risks. Improving the cooperation between labour market and vocational education system will be successful provided that universal tools for cooperation (socio-economic, educational, practical, innovative and technological) are identified, which promotes the integration of national vocational education systems into national educational space. The effectiveness of cooperation between labour market and vocational education system will increase on condition of criterion assessment (clustering, subjectivity, transdisciplinarity), promoting vocational education programmes integration, connection between professional and educational standards, students’ professional identity, students’ engagement in the development and implementation of research and production projects, stepped formation of professional competencies.

This study aims to explore vocational teachers' perceptions regarding workplace learning that align with students' training models and collaborative teaching involving specialised professionals within the context of industry-university collaboration.

Using a qualitative approach, the study conducted nine semi-structured interviews from three subject areas to better understand how vocational teachers’ work-based learning enhances their pedagogical practice in guiding students’ professional training. Thematic analysis was adopted to identify patterns that emerged from concepts and theories related to coding categories.

The authors identified three key components: vocational teachers’ workplace learning in connection with students’ training models, collaborative teaching with specialised professionals and teachers’ regular interactions with enterprises. The findings demonstrate that vocational teachers’ engagement in workplace learning pertaining to specific subjects provides a valuable avenue for enhancing curriculum design with collaboration with industry experts. This is key for supporting vocational students’ transitions into the workplace and ensuring their knowledge and skills are tailored to the industry-standard practice.

The data are limited to the review of interviews from three vocational subject areas as the representative sector in the study. However, this research implies effective knowledge transfer between workplace settings and vocational institutions, and vocational teachers need to integrate work-based vocational knowledge and skills in a relevant and applicable way across diverse classroom settings.

Fostering collaborative partnerships with local industries and professionals can be a primary way to facilitate authentic learning experiences that are linked to a specific vocational field and bridge the gap between diverse classroom learning and real-world work scenarios.

This study combines contemporary workplace learning theories with the conceptual understanding of vocational teachers’ involvement with industry-specific practice. Connecting teachers’ knowledge to the industry extends the input and collaboration from professionals and field experts to the diverse vocational classrooms.

There have been many new initiatives within the Danish educational system during the last few years. These initiatives are based on an unshakable belief that “…within a knowledge and service society continuous competency development is decisive … for companies’ ability to compete” (Ministry of Education, 1997, p. 22). In other words, there are new demands on both companies and employees. This paper seeks to describe the nature of education and training provision in Denmark. Labour market policies and infrastructure are examined, the education system is described and analysed and recent empirical data on corporate training and development are discussed. Finally, an attempt is made to indicate key challenges facing the Danish learning environment into the future.

The purpose of this paper is to bare the peculiarities and challenges of the dual training (DT) of the future primary school teachers in the Republic of Kazakhstan. The above-mentioned problem is quite urgent, as the system of VET and DT is a rather new experience for Kazakhstani system of higher education. Thereby, the paper makes an effort to demonstrate the forms of organization of DT at teachers’ training university.

The instruments for gathering information (data) for this study were various primary school teachers’ training curricula adopted by Kazakh State Women’s Teacher Training University; in particular, curricula of teaching practice. Various types of teaching practice during the entire learning period are provided by the state educational standards of higher professional education. Therefore, the research utilized a retrospective analysis that allows identifying the nature and specifics of the primary school teachers’ training curricula.

The paper points out the necessity to strengthen practical orientation of future primary school teacher through the synthesis of academic and educational processes (in school). It also presents the differences between the organization of teaching practice based on traditional and dual approach.

The authors suggest project curriculum of continuous teaching practice during the entire learning process on the example of the specialty 5B010200 Pedagogy and methodology of primary education in the context of DT and some results of its implementation.

Aim of the present monograph is the economic analysis of the role of MNEs regarding globalisation and digital economy and in parallel there is a reference and examination of some legal aspects concerning MNEs, cyberspace and e‐commerce as the means of expression of the digital economy. The whole effort of the author is focused on the examination of various aspects of MNEs and their impact upon globalisation and vice versa and how and if we are moving towards a global digital economy.

This article traces the experience of countries reforming their vocational education and training policies and summarizes the lessons learned. It is based on a recent joint World Bank‐ILO study focussing on the obstacles to implementing change in vocational education and training systems in response to changing labor markets and innovative approaches to overcoming these constraints in 19 countries worldwide. It tracks the demand‐side pressures and supply‐side responses and highlights some critical issues, constraints and innovations in the reform of these systems. The main messages from this study are: matching instrument to target group is as important as picking the best delivery mode; the government’s role in facilitating the provision of information about vocational education and training has been relatively neglected; a vigorous private response has refuted claims of the reluctance of private providers to enter the field; and political will, not institutional capacity, is the main obstacle to comprehensive reform.

The current state and development of education system in Belarus are considered. It includes preschool, general secondary, vocational, secondary special and higher education, as well as supplementary education for children and further education for adults, including nonformal education. The gross enrollment rate in secondary education (ISCED Level 2 and 3) as a share to the population at the corresponding age was 102.9% in 2015, and the enrollment rate in tertiary education (ISCED Levels 5–8) showed 93.8%. The role of universities in creating the Belarus National Innovation System is shown. The main direction of improving the activities of higher education institutions based on the “University 3.0” model is considered. The Belarussian universities actively develop their innovation infrastructure (they form their own training and research centers, research and production laboratories, centers of cooperation with enterprises, career development centers for students and startup schools). During last years 14 sectoral laboratories and 6 science technological parks were established on the basis of Belarusian universities. Belarusian universities, while determining their own development trajectory, are guided by their main mission – to promote innovation and human capital formation – for the sustainable social and economic development of the country.

This paper aims to explore the development of the concept of competence in Lithuania beginning from the period of transition from the Soviet planned economy and post‐totalitarian regime to the market economy and democratic society and ending with the designing and implementation of the National Qualifications System and Qualifications Framework.

The paper takes the form of desktop research of scientific literature and analysis of documents related to competences and qualifications in Lithuania.

The understanding of competence in Lithuania varies between the official usage in the laws and policy documents, common usage in education institutions and the approaches of employers, and this differentiation of understanding is caused by complex reasons related to the development of education, world of work and society in the socio‐economic transformations. In the National Qualifications System and National Framework of Qualifications of Lithuania competences are understood to be a bridge between the system of activities and the system of education.

The research involves mainly those concepts of competence that are originated by different social stakeholders and have influence on the processes of initial and continuing vocational training in Lithuania. All different scientific concepts of competence proposed by different scholars and circulating only in the scientific discourse have not been considered.

The article provides useful information for the policy makers and different stakeholders looking for information on the existing variety of the concepts of competences in Lithuania.

The paper provides a discourse that integrates the various complex conceptual and contextual issues related to the concept of competence.

This chapter aims to investigate and interpret China’s educational aid by analyzing its history, philosophies, and practices in Africa. The study is based on review and analysis of governmental documents, reports, academic papers, and news by Chinese and foreign scholars on China’s aid, particularly educational aid to Africa. The analysis unveils three transformations of China’s aid “from pro-ideology to de-ideology,” “from single area to multiple areas,” and “from pragmatic economy driven to sustainable and humane economy focused” in Africa. Meanwhile, it indicates a continuity of the philosophy of solidarity, morality, and reciprocity in China’s South-South cooperation with African educational development.

The analysis also shows China’s educational aid does not match well with the framework of the Western donors. China, under the FOCAC framework, is devoted to higher education cooperation, human resources training program, scholarship, and Chinese language education with African partners. With the growth of its economic and political influence, China will play multiple roles as the biggest developing country and as an active promoter and provider for South-South cooperation in the negotiation and construction of the post-2015 agenda. Nevertheless, we assume China will keep a pragmatic higher education cooperation with its developing country partners to inclusively link it with business, technology transfer, and people-to-people exchange.

This study delivers a comprehensive review and analysis of paradigm shift, philosophy, mechanism, and practice of China’s educational aid to Africa to fill up the literature gap in this field. It also timely presents China’s stance toward discussion on the post-2015 agenda.

With the global economic slowdown in 2023, most universities in the central and western regions of China may face the problem of shortage of government financial funding, which is directly related to the development of science and technology of the universities. With the support of the local government, most of the ordinary universities have shifted attention to the transfer and transformation of intellectual property based on school-enterprise cooperation, hoping to seek more commercialization income as an extra source of income. Therefore, this paper aimed to study the current situation of university intellectual property, i.e. the reserve and distribution of transferable patents, discipline distribution of patents, and regional cooperation of university patents.

A patent database of 10 key universities in Henan Province of China from 2012 to 2021 was established. The evaluation indicator model by the Entropy method was conducted to reveal the interaction mechanism between quantity indicators, quality indicators, and value indicators. Based on the data analysis, the development direction of the discipline construction and school-enterprise cooperation for local universities was clear.

The findings indicated that the number of patent applications from ten key universities in Henan Province has been increasing rapidly over the years. The trend for authorized invention patents has remained relatively stable. Compared with the patent applications and authorizations, the growth of transferable patents was notably slow. The significance of strategic layout of dominant disciplines and related high-value patents was not appreciated enough by Chinese government and universities. There was a large difference of dominant disciplines between 10 key universities, and the patent level of each university was directly proportional to the number of dominant disciplines. The university patent level heavily relied on the researchers' contributions and the distribution mechanism of scientific research resources within the university. Guangdong Province and the Yangtze River Delta of China, being economically developed regions, exhibited the most active engagement in patent technology cooperation. Conversely, the central and western regions displayed relatively lower participation in high-value patent research and development.

This study can provide a unique perspective to understand and solve the financial bottleneck problem of ordinary universities in the central and western regions of China. The discipline construction and school-enterprise cooperation are just one of the existing schemes, but it still cannot solve the financial problems faced by local universities in China towards the government.

The findings of this study can serve as a foundation for further investigation into policies aimed at improving the financial problems of ordinary universities in the central and western regions of China.

As an important attempt, the study tried to focus the financial problem of universities in the central and western regions of China based on the evaluation of the current situation of university intellectual property. This research findings are of great value in finding optimal layout between university patents, disciplines and school-enterprise cooperation.