GOVERNANCE OF ARTICULATION BETWEEN SECONDARY VOCATIONAL AND HIGHER VOCATIONAL EDUCATION IN CHINA

Abstract

Articulation between secondary vocational and higher vocational education is central to China's effort to build a coherent modern vocational education system. Despite expanded progression routes, implementation remains constrained by curriculum duplication, uneven academic preparation, inconsistent assessment, uncertain credit recognition, fragmented governance, and unequal access to high-quality pathways. This conceptual and analytical article examines articulation as the governance of a continuous learning pathway rather than merely an admissions arrangement. Drawing on collaborative governance, curriculum coherence, qualification recognition, and student-transition perspectives, it analyzes responsibilities across national, provincial, institutional, and program levels and synthesizes relevant Chinese and international literature. The analysis indicates that effective articulation requires coherent learning outcomes, transparent decision rights, credible assessment, portable learner records, reciprocal accountability, and coordinated transition support, while allowing regional and institutional adaptation. To translate these principles into administration, the article proposes the BRIDGE Framework: Baseline mapping; Recognition and records; Integrated curriculum and assessment; Distributed authority and data stewardship; Guidance, guarantees, and equity; and Evidence-based evaluation. The framework shifts attention from the number of articulation projects to continuity, learning gain, equity, and destination quality. It offers a governance-oriented approach for strengthening vocational progression while preserving occupational distinctiveness and supporting advanced study, skilled employment, and lifelong development.