Competence-based approaches in curricula: A comparative analysis of Russian and Chinese commercial vocational education and training programmes

In recent decades, Competence-Based Education (CBE), which emerges to promote the competence development of learners, has been recognized as a pivotal framework, initiating paradigm shifts in Vocational Education and Training (VET) across the globe. Notwithstanding critiques regarding conceptual limitations and its association with neoliberal models of education, the concept of CBE is widely adopted in the VET systems of many countries. However, there is the dearth of empirical evidence about how this concept is implemented into educational practice within the national VET contexts, in which the CBE concept is introduced and regarded as initiative of VET modernization. Against this background, this study investigates the implementation of the approaches to competence orientation (also called competence-based approaches, abbr. CBA) in the curricula of commercial VET programmes in China and Russia, specifically focussing on Accounting and Logistics. Through qualitative content analysis, the study illuminates features of the CBA embedded in curricular documents at both national and institutional levels within these countries. The comparison of the results highlights potential similarities and distinctions regarding the realization of the CBE concept into educational practice of VET between both countries. The comparative findings reveal significant alignment with labour market needs, yet differences emerge in the principles regarding competence-based teaching and learning between both countries. While Chinese VET programmes showcase more individualized embedment of the CBA in different institutions, greater standardization of the CBA embedment evident in Russian VET curricula. These findings underscore the influence of national contexts in shaping the interpretation and application of global educational trends, offering nuanced insights for policymakers and educators looking to optimize the realisation of the CBA within VET curricula.