Context/Problem: As part of the modernisation of VET systems, the competence-based approach has been introduced in Russia and China in recent years, thereby strengthening VET. In this process, VET educators play an important role. As the teachers are the actors who implement the curricular specifications in their teaching and training practice, their understanding and attitude towards the newly introduced curricular approaches can influence the success of an implementation. So far, little is known in the research about the perspective of the teachers involved with regard to competence-based approach in both countries. The planned contribution is carried out within the framework of the international research project conducted in cooperation of German, Russian and Chinese universities and represents a part of a comparative study focusing on the investigation of the competence-based approach in the planning and implementation of educational processes in VET programs for accounting and logistics in Russia and China. Research question: This contribution focuses on the following research question: How the competence-based approach is understood and implemented by teachers in Chinese and Russian VET institutions? Method/Approach: To answer this question, semi-structured interviews were conducted with the teachers of vocational education institutions in different regions of Russia and China. Those teachers who are responsible for delivery of professional courses in the accounting and logistics programs were selected as interviewees. The interview questions were focused on the planning and implementation of the teaching-learning processes as well as on teachers’ understanding and realisation of the competence-based approach. The data collected from interviews was further analysed using the method of qualitative content analysis. Expected results: The results will help to draw a preliminary picture of the teaching-learning reality and of the implementation of the competence-based approach through the teachers’ perspective in both national contexts. Furthermore, the results should provide in-depth insights into the VET teachers' understanding of the competence-based approach and its realisation. In addition, the findings should help to explain the possible discrepancies between curricular requirements on the national and institutional levels and their implementation in the teaching practice.

Chen, P., Goncharova, A., Pilz, M., Frommberger, D., Li, J., Romanova, O., & Lin, Y. (2021). International Curriculum Comparison in Vocational Education and Training: A Collaborative Development of an Analysis Instrument. International Journal for Research in Vocational Education and Training, 8(4), 16–43. https://doi.org/10.13152/IJRVET.8.4.2