The Dynamic Analysis of the Policy Change of "Three Educations" Collaborative Innovation Development in China from the Perspective of Multi-Source Theory

Abstract

The collaborative-innovation development of vocational education, higher education and continuing education (referred as “three educations”) is a key initiative of the Party Central Committee’s comprehensive deployment of “the strategy of revitalizing the country through science and education and strengthening the support of modern talents”. The article constructs a multi-flow theoretical analysis framework by reviewing literature on collaborative innovation and development of “three educations”. Based on the perspective of multi-flow theory, we try to analyze the problem flow, political flow and policy flow. The analysis finds that the coupling of the three sources opens the window of policy, and the collaborative innovation and development of “three educations” becomes a national decision. This national decision aims to promote high-quality development of the collaborative innovation of “three educations” based on the new quality of productive forces in the context of the new era and the new journey.