Actually in China significantly more students choose to pursue degrees in technology, engineering,or business than in the US â" degrees which qualify them for specific jobs after graduation. So the process of college education becoming more vocationally oriented and less about training intellectual skills has advanced even more advanced in China than it is here.
China grants very few liberal arts degrees and its vocational degree programs have minimal or no liberal arts content. In the US an engineering or business degree program requires substantial liberal arts content to be degree accredited. So an engineering student graduating from a US program has had many semesters of training in critical reading and thinking, challenging claims with original sources, and crafting persuasive arguments in areas where opinions differ.
These are skills the Chinese government is not eager to put in the hands of its citizens, so we really ought to question just how âoeuselessâ those non-vocational intellectual skills really are. There are clearly people here whose priorities for education are more aligned with Chinaâ(TM)s â" inculcating respect for authority, obedience to tradition as described by authority, and job skills useful to authorities. In other words for them education isnâ(TM)t about empowering the students, itâ(TM)s about forming a class of compliant worker bees.
