Comparative Analysis of the Feature of the Process of Modernization of Vocational Education in China and Ukraine

A comparative analysis of the modernization of vocational education in China and Ukraine is of particular interest. First, in China, before the “cultural revolution”, vocational education was organized according to the Soviet version and was oriented toward meeting the staffing needs of the state economy. Today, the Chinese government, based on the principle of “raising the country at the expense of science and education” and the strategy of continuous development, attaches priority to modernizing education and raising the cultural level of citizens. Recognizing education as strategically important for the country’s socio-economic development, the Chinese government has developed a course in education: “In the development of education, facing modernization, the outside world, and the future.” Secondly, in both countries, integration processes are actively developing in the education system, aimed at the formation of a single educational space for a professional school, production and science, and the elimination of the shortage of skilled workers and mid-level specialists. Thirdly, in Ukraine and China, the modernization of vocational education systems has set common strategic goals, due to the requirements of the labour market to improve the quality of training of the necessary qualifications, decentralization of management of the vocational education system and restructuring of vocational education institutions on the principle of optimization. Thus, the field of common interests in the study of vocational education in both countries can be identified. A major role in the current socio-economic situation was played by the popular tendency for compulsory higher education, as a means of increasing social status in society. And often this decision is made under pressure from established stereotypes and the older generation. At the moment, vocational education does qualification and skills. Therefore, we observe a shortage of middle-level workers and specialists in technical, service and management work—the so-called blue and gray collar workers, who currently have the greatest difficulties in adapting to market relations and have the lowest income level. Therefore, in the current situation, it becomes an obvious and relevant decision to analyze the socio-structural factors and the mechanisms of their adaptation in the modern socio-economic environment, the formation of their professional structure. Also, consider and analyze the process of formation in the educational system of new trends which are expected from this sphere of education in modern economic conditions.


Tasks
Based on the purpose of the study, the following tasks were set: -Determine strategies for the development of vocational education in a single international educational space; to characterize the Ukrainian and Chinese

Main Provisions
The reforms launched in 1978 by Chinese politician and reformer Dan Xiaoping laid the foundation for building a modern vocational education system in China.
Despite the fact that much of its history, China was one of the most developed countries in the world and the birthplace of outstanding discoveries, the country lacked a vocational education system. The basis of this was the following In many ways, the development of education and the formation of the ethical and philosophical foundations of Chinese society were greatly influenced by Confucianism, whose main goal was the education of a moral person through education. Education was understood to mean the study of classical philosophy, history, literature, and politics. Confucianism did not recognize the preparation of a person for manual labor or the employment of applied sciences, regarding these aspects as things of a lower order in relation to classical disciplines [2].
The vocational education system in China is the largest in the world. It includes over 15 thousand professional educational organizations at the level of secondary and higher education and almost half of the total number of students enrolled at these levels [3]. Every year about ten million specialists graduate from vocational schools [4].
On September 1, 1996, the Law on Vocational Education, which applies to educational institutions of different levels and forms of vocational training, entered into force [5].
In recent years, the government has gradually built a regulatory framework and policies for the development of the labor market and vocational schools. In 2014, a plan was developed to build a modern vocational education system, which implies an increase in the number of students in vocational schools to 38.3 million people by 2020 (including vocational colleges-14.8 million students, vocational schools-23.5 million students). It is planned to make more than half of all higher educational institutions of the country professional, including by changing the profile of a number of universities to technical, and also to involve enterprises in the management of professional educational institutions.
Such a need has matured for two main reasons. Firstly, it becomes more and more difficult for university graduates to find a job, while more than 80% of graduates of vocational education institutions are employed within six months from the date of graduation. Secondly, employers face the problem of filling blue-collar vacancies with a high level of qualifications. This situation emphasizes the need for the educational system of China to meet the requirements of the labor market [6].
At the government level, the issue of providing graduates of vocational schools with the opportunity to continue their studies at universities and receive degrees and diplomas available in the academic field is being worked out. This is also necessary to raise the status of vocational education and its recognition by the public.
In the field of vocational education, they are actively working to improve the skills of teachers and the quality of teaching. To fill teaching vacancies, it is allowed to hire part-time teachers, including from among the employees of enterprises. Teachers should attend refresher courses once every five years and work in the relevant industry for two months every two years [7]. In some provinces, incentive measures are being introduced for teachers of vocational schools, in-

Features
The features of Chinese vocational education are the connection with practical activities and orientation towards the needs of socio-economic development: vocational schools should combine education with practice, serve as the basis for building the economy, maintain close ties with enterprises and train staff. There is a very close relationship between institutions and enterprises, which should give vocational education in a planned manner for their employees. Enterprises are the basis for the practice of students in the system of vocational education.  -Maintaining professional standards [5].

Other Tasks
The decision of the State Council to accelerate the reform and development of vocational education states that "in the near future it is necessary to make every effort to create a modern system of vocational education that meets the needs of a market economy, a labor market and employment [10]. It is necessary to create an appropriate structure for the normal functioning of this system, to have flexibility, openness and independence." The government has defined requirements for the vocational education system, which includes a comprehensive improvement in the quality of the workforce, its compliance with the economic structure and level of technological development. To achieve these goals, the development of vocational education should be focused on the solution of the following task: the training of skilled and highly skilled workers [10].
In the coming years, the system of vocational education in China plans to prepare 22 million graduates of secondary vocational schools and 8 million graduates of colleges of higher vocational education. Each year, about 3 million people who have lost their jobs must undergo retraining, and another 50 million urban workers need to upgrade their skills in the vocational education system [11].
The Government has identified the use of information technology in vocational education as a priority. The Ministry of Education considers modern distance education to be a priority for development. There is a need in the country to introduce information technology, television, radio and the Internet to create a national network of modern distance education, which will cover remote areas.
The government is embarking on a number of projects related to distance education and is increasing investment in distance professional education projects.
And also new training programs for computer networks are being developed to help centers for the training of skilled workers, where with the help of training course software, video projects, videotapes, to improve the quality of training [10].
It also increases the role of enterprises in the development of vocational education, which should carry out training in accordance with real demand, improve the system of vocational training of workers in specialized specialties. In order to interact with educational institutions and participate in the adjustment of vocational education, enterprises need to provide opportunities for practical training on their territory. Some enterprises can independently or cooperate with higher educational institutions to create vocational and technical colleges.

Sources of Financing
The main sources of funding vocational education in China are: -Implementation of state support for students from low-income families in obtaining vocational education; -Improving the social status and improving the socio-economic conditions of life for vocational education teachers [5].
In China, before the "cultural revolution", vocational education was organized according to the Soviet version and focused on meeting the staffing needs of the state economy.
Today, the Chinese government, based on the principle of "raising the country through science and education" and a strategy of continuous development, attaches priority to the modernization of education and raising the cultural level of citizens.
Recognizing education as strategically important for the socio-economic development of the country, the Chinese government has developed a course in the field of education: "In the development of education, we face modernization, the outside world, the future" [5]. Traditionally, manual workers in China receive low wages, poor treatment and do not have any opportunities for social and professional advancement, so the Chinese do not seek a voluntary choice of vocational education. Choosing an educational institution, Chinese parents would prefer to send their child to a simple high school or even a paid non-state educational institution than to make a choice in favor of the technical school, even if it is good, it proved itself [13].

Problems
One of the significant factors that determined the attitude of the Chinese to vocational education was the idea of personal reputation, which undoubtedly is one of the typical, traditional features of Chinese psychology and culture. The Chinese greatly value their "personal reputation" and "good name". Famous Chinese writer Lu Xun astutely notes that reputation is the guiding moral principle of Chinese traditional culture. In the traditional Chinese understanding, "personal reputation" to a greater degree expresses universal recognition and position in society, which a person acquires due to his achievements [14]. By "personal reputation" is meant the progressive "ascent" of a person throughout his life, which is the result of both public opinion and hard work and incessant self-development. The notion of "personal reputation" contains a person's aspiration for self-exaltation and exaggeration of one's own importance in the eyes of other people.
"Personal reputation" in the Chinese sense is what other people can say and think about in a given situation [15].
The expression "ten years by the cold window" is widespread, which meant a long, stubborn and unbroken study, building on books in order to, after going through difficulties and hardships, to rise above other people, to rise above the masses and manage it. Therefore, the division into two main categories of the population-officials, managers and simple people, subordinates, is a key element of Chinese culture. Delving deeper into history, we find the mention of this complex social structure in Li Ji [15].
The study of the main provisions of the strategy of the national ideology of modernization of vocational education in China makes it possible to analyze the established indicators of the effectiveness of cultural modernization and the culturally and socially significant effects obtained, which indicate that the main subject of cultural modernization is overcoming the traditional ideas about the low importance of vocational education and creating a new image of workers professions. The national ideology of modernization of vocational education in China includes: a corpus of documents, measures to attract the population and a set of measures to ensure the effectiveness of these measures [16].

Future Vision
The process of globalization causes the need for professional personnel of the new level. -Development of a social justice system [17]. The Chinese education market is becoming attractive for international cooperation against the backdrop of a powerful economic, political, cultural and educational uplift of the PRC. Chinese institutions not only higher, but also secondary vocational education have cooperation agreements with the Russian Federation, the United States, Germany, Great Britain and other countries, adopting their experience. A three-year intergovernmental agreement on cooperation in the field of vocational education (PO) has been concluded with the UK ( [16], p. 118).
In the US, there is also a similar trend towards expanding ties with universities in China. Scientists have concluded that the internationalization of education is already becoming the main direction of the future development of education in the PRC ( [18], p. 19).
The internationalization of vocational education is one of the key resources for improving the competitiveness of vocational education institutions in the educational services market; it is especially significant for Chinese vocational education institutions in general and for their regional segment in particular.
The regional vocational education institution should provide in its region points -Improving the joint cooperation mechanism between China and foreign countries; -Attraction of foreign high-quality educational resources and high-level specialists; -Facilitating the exchange of teachers and students between Chinese and foreign professional educational institutions [17].
Cooperation with foreign countries contributes to the quality of vocational education. It is carried out at different levels using various forms and methods.
Thus, the city center of vocational training "Taitsan" together with one of the The students had the opportunity, without leaving the country, to study the foreign experience of hotel management, as well as the opportunity to study abroad with the bachelor's and master's degrees. These projects have been recognized and supported by the provincial and city governments [18].
In addition, international cooperation allows teachers to be sent for internships abroad, which contributes to an increase in the general level of vocational A successful international strategy for an institution of vocational education is a resource for increasing its competitiveness, an additional source of funding, a factor in increasing national and international prestige.

Main Provisions
The

Features
Obtaining vocational (vocational) education on the basis of basic secondary education is carried out with the simultaneous receipt of specialized secondary education and the receipt of the relevant document on complete secondary education.
The system of vocational schools is a three-tier system of training.
The same article (15) defines the levels of vocational education: the first (initial) level; second (basic) level; the third (highest) level [19].
Each degree of study is determined by theoretical and practical completeness and is fixed by assigning the appropriate qualifications to graduates. Graduates of the lowest degree of their own free will can continue their studies at the highest.

Current State
Vocational education enrolments are falling for work.
Minister Hrynevych said the establishment of multi-functional VET centers will help to meet the skills. The centers take a holistic approach, offering different levels of vocational education, including adult learning. Ukraine is working together with employers to promote work-based learning and apprenticeship. It is modernizing occupational and educational standards, in-line with labor market needs and technical support, EU and international partners.
Dmytro Oliynyk, President of the Federation of Employers in Ukraine, "We are a dream of an integrated vocational education and training system, closely related to companies. We need to unite our efforts".

Financing
In Figure 1, we can see the Functional classification and the volume of expenses for vocational education from the state budget. Such a subvention from the state budget was a significant resource for supporting vocational education in Ukraine. However, the laws of Ukraine "On the State Budget of Ukraine for 2016" and "On Amendments to the Budget Code of Ukraine" funded institutions of vocational education transferred from the State Budget to the corresponding local budgets. At the same time, the provisions of the subvention for the training of labor personnel were withdrawn from the Budget Code of Ukraine, which, in turn, substantially reduced the resource base for the financing of vocational education. In addition, the Law of Ukraine "On the State Budget of Ukraine for 2016" provides for transfer of state-owned property to the communal property of vocational and technical educational institutions [23].
The main goal of the changes introduced was to achieve the decentralization of vocational education, which in turn would help to optimize expenditures on education through reorientation to the needs of the regional industry. Since 2016, a new subvention for the modernization and updating of the material and technical base of vocational schools has been introduced, the distribution of which is approved by the local budgets in the Law of Ukraine "On the State Budget of Ukraine for 2016. The procedure and conditions for the provision of this subvention were approved by the relevant Decree of the Cabinet of Ministers of Ukraine [24].

Problems
The process of financial decentralization in the country is not without problems.
The money of local budgets should be used more effectively, as of 01.12.2018, on deposits in banks placed 12 billion UAH. Of these, UAH 6 billion, this is money from regional budgets. More details about this information can be found in the investigated Office of Financial and Economic Analysis in the Verkhovna Rada of Ukraine [28]. The volume of expenditures on vocational education needs to be increased in line with the needs that have arisen in this area. Funding should be multi-channel, that is, from several sources, including the attraction of the subvention of the state budget of Ukraine. At the same time, the study leads to the conclusion that, despite some innovations in vocational education, the situation in this area in Ukraine cannot be considered fully satisfactory, which provokes in the future a number of socio-economic problems, one of which is the youth unemployment. The high unemployment rate of young people in Ukraine is due to the fact that a significant part of young people do not have the appropriate professional skills and experience, in addition, according to the State Statistics Service of Ukraine, the inconsistency of demand and supply in the labor market is deepened (Table 1).
Thus, it is obvious that reforming education is one of the priorities of the state personnel policy. In the context of the internationalization and globalization of the world's economic, social and labor spheres, Ukraine should not be left behind educational reforms carried out abroad.
Domestic and foreign experience proves that the reform of the economic mechanism in the state almost always accompanies the reform of education. At the same time, it is advisable to carry out reforms in the direction of overcoming the problem factors in the field of vocational education, the most significant of which are for Ukraine as follows: the quality of education does not meet the demands of employers, the number and specialization of graduates do not meet the needs of the economy, the education system does not fully form graduates. Competitive skills are important for the competitiveness, and the funds allocated to education are not spent efficiently, educational institutions lack financial and academic In order to reform the education system, improve its quality and ensure that the challenges of time are met in Ukraine, certain steps are being taken. In particular, the Law "On Professional Development", which defines the legal, organizational and financial principles for the functioning of the professional development of employees, was adopted in 2012, which is important for the effective implementation of the state personnel policy in Ukraine and the development of the system of vocational education. Given its importance, we also note its problematic points-it does not directly provide for the allocation of public funds for the professional development of employees and does not clearly determine the amount of funds that the employer has to focus on professional development. In our opinion, this can be seen as a deterrent, as most employers and workers are limited in their available resources, which can be earmarked for professional development, and some employers who have sufficient funds are not fully aware of the feasibility of investing in staff development [31].

A Future Vision for Vocational Education
Ukraine's Education Minister Lilia Hrynevych and EU Delegation's Head of Cooperation Berend de Groot joined ETF experts, parliamentarians and stakeholders from the worlds of work and education to discuss the future of vocational education and training (VET) on February 22, 2018 in Kyiv.
• EU best practice from Finland and Ireland was also shared. The outcomes will help shape the future vision.
• The EU's commitment to boost skills and education, "We want to see economic growth in the country and for that we need skills".
• The responsibility for vocational education is being devolved to the 25 regions-a major challenge for a country of 45 million.
• Working closely with Ukraine as a driver for its education and skills agenda, bringing the system closer to European standards.
• Decentralization is a complicated process, due to the "completely new system of governance", she said, "Decentralization represents a lot of challenges but at the same time it provides opportunities." • Regional VET Councils are being established to support skills intelligence in labor market needs and shape regional policy approaches. The financing of vocational education is another focus area [27]. -Funding for training is planned to be carried out from several sources-local and state budgets, funds of private individuals and enterprises. The possibility of using grants or charity assistance is also separately identified [21].
The document will become the basis for the concept of vocational education.
-"Vocational education should be financed from the regional budget, because the localities are better at understanding and knowing what kind of personnel there is not enough for the region. All this is provided for by the decentralization reform, but among other sources of funding we offer support from the state budget for professions of national importance. We are planning to expand this list in September, and we can also consider the resources of other ministries and departments that are customers of certain professional services" Hobzai noted.
For the sake of matching vocational training with labor market demands, they will introduce a component of social partnership. His key participant will be the employer who forms professional standards and helps in the implementation of dual education (getting education in the workplace). The partnership will also recognize non-formal and informal education.
They want to improve the quality of education due to the modernization of the educational environment, the attraction of employees from the production and services sectors, and the promotion of the professional development of the teachers of the institution. It will also create the necessary training conditions for people with special educational needs. The study showed that to solve problems it is advisable to take the following series of measures: -Creation of federal and regional forecasting systems and monitoring of cur-

Conclusions
The following conclusions can be drawn from the analysis of the main legal acts of Ukraine and China in the field of education. For both states, education is a priority area. Education has significant social, economic, political, ideological, cultural, and even strategic functions. In Ukraine and China, professional education is a right, and this right is guaranteed by the state.
In both Ukraine and China, the basic constitutional approaches to compulsory general education are the same. In many ways, the education systems themselves are similar. Highlighted vocational education includes secondary vocational education as a level of vocational education. In both countries, attention is paid not only to vocational education, but also to vocational training, the use of modern teaching methods is encouraged.
In China, the levels of vocational education are primary, secondary and higher vocational education (by analogy with the system that operates in Ukraine).
The principal difference between the compared systems is that in China the other levels of education after the mandatory nine-year period (secondary, vocational, higher) are paid. The Constitution of Ukraine guarantees free vocational education, although there is a commercial form of education.
The ideological, patriotic and labor components are strong in China's education. The Chinese education system is characterized by the principle of shared responsibility, which is manifested at all levels, and the mode of multi-channel financing of education (state, parents, enterprises, private investors, funds, etc.).
Comparative analysis of the modernization of the vocational education system in Ukraine and China showed that to optimize the reform of the professional education in China, it is advisable to use the Ukrainian experience. First, it is the standardization of vocational education. Educational standard is the norm, mandatory for each school specific specialty. The standard sets on behalf of the state the main objectives and the educational content of the future specialist in a vocational school. State educational standards are the basis objective assessment of the level of education and qualifications of graduates independently from the forms of education. Introduction of state educational standards provides the state with the role of customer specialists.
Secondly, it is the formation of the pedagogy of vocational education, as a system of interdisciplinary scientific knowledge. Scientific integration knowledge in studying the problems of professional pedagogy is due to that education today is one of the most important factors for sustainable development of society, competitiveness and national security of the state.
To optimize the process of modernization of vocational education in Ukraine may be interested in the experience of Chinese vocational education multi-channel financing of vocational education institutions, development of mechanisms for attracting extrabudgetary funds, creating conditions for investment attractiveness vocational education system, the formation of a positive image vocational school teachers. Thus, the results of the study confirmed the hypothesis and allowed draw the following conclusions: In the modern world, national security and independence of states inseparable from their level of technological development. Role and importance each country in the global economy is in direct proportion to how much she owns high technology. Study of the state of education economically strong European countries allows us to state that the competition of countries in the economic field comes down to fighting for primacy in the field of science and technology, therefore, competition in training highly qualified technical specialists, competent in the field of solving system practical problems. Development strategies vocational education is in a single international educational space due to the rating of the countries of the world community.
2) The development of vocational education in Ukraine is in three main areas. -Pedagogical (the solution of private educational and educational tasks that contribute to unleashing students' potential, their self-knowledge, self-realization and self-determination).
3) Modernization of vocational education as a factor of strategic development country is a primary concern for the PRC. Education can no longer limited to "pulling up", it should work ahead of the curve. In new socio-economic conditions, educational institutions are increasingly at least they exercise their rights in terms of academic and economic autonomy, expand the range of educational and other services provided population and enterprises of various organizational and legal forms. 4) In the situation of the vocational education systems Ukraine and China, the problem arise the question of finding the optimal strategy for their implementation. In this regard, it is not only advisable, but necessary, appeal to the personal experience of each other's development and reform vocational education in other countries with developed market economies. This will allow, if not to avoid, then minimize the possible negative consequences and mistakes as well as compare your own political decisions with the experience of others and thus better assess the feasibility and risks of their adoption.

Conflicts of Interest
The author declares no conflicts of interest regarding the publication of this paper.