A comparative study of higher education vocational training models in China and the United States

Against the backdrop of global industrial transformation and upgrading, as well as structural changes in the demand for skilled talent, vocational training in higher education has become a core pillar for enhancing national industrial competitiveness. Employing the methods of literature review and comparative analysis, this paper systematically compares the higher education vocational training models of China and the United States across five key dimensions: policy frameworks, training objectives, curriculum systems, industryeducation integration, and faculty development. The findings indicate that the United States has developed a decentralized model characterized by market-driven dynamics, decentralized governance, and symbiotic partnerships between educational institutions and enterprises, whereas China has established a centralized model marked by government leadership, systematic planning, and institution-centered implementation. These differences stem from the adaptive logic of distinct institutional contexts, industrial structures, and labor market characteristics. The U.S. model demonstrates strengths in market responsiveness and practical effectiveness, while the Chinese model highlights advantages in scale and equity. On this basis, the paper proposes pathways for optimizing China's vocational training model: building a dual mechanism that combines government guidance with market-driven forces, deepening modular curriculum reform, improving long-term collaborative mechanisms for industryeducation integration, and strengthening the development of "dual-qualified faculty. This study provides localized insights for the high-quality development of vocational education in China and contributes to addressing the persistent mismatch between skilled talent cultivation and industrial demand.