Abstract
This study investigates the impact of school factors on students’ categorisation of core competencies
 in general and vocational high schools, leading up to the full implementation of the high school
 credit system. The study’s conclusions are summarised based on the main findings. The results of the
 latent profile classification showed that both general and vocational upper secondary schools could be
 classified into three types of core competence profiles, namely ‘top core competence’, ‘upper core
 competence’ and ‘middle core competence’, and that the levels of the four sub-competences in each
 profile were similar. According to the results of the multinomial logistic regression analysis, the
 variables that showed statistical significance for the top group in both general and vocational upper
 secondary schools based on the middle group of core competences were ‘relevance of elective courses
 to careers’, ‘teaching method (interaction)’, ‘degree of reflection of students’ opinions’ and ‘city and
 region’, and the most influential variable in both groups was ‘teaching method (interaction)’. For the
 variables ‘teaching method (individualised)’, ‘no experience with optional courses’, ‘small and
 medium-sized town’ and ‘private school’, only general secondary schools showed statistically significant
 effects on group classification, while ‘large town’ showed a statistically significant negative regression
 value only for vocational schools.
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