Reflections on Optimizing China’s Career Education System

The Course Of The Development On Vocational And Technical Education In Britain And Reference To China

Introducing an employment variable with five levels of educational attainment per capita and employing inequality decomposition, this study addresses three questions. How does labour force vary by education and provinces? How does labour force utilization vary by education and provinces? What are the potential causes of differences? We find that the no‐primary‐education group is more endowed in less‐developed provinces and allocated most unequally among education groups across provinces, despite past universal primary education policies. The senior‐secondary‐education group with the largest labour share is a growing concern due to the lower employment rate and largest interprovincial inequality.

Research of The Combination of Production and Education In Higher Vocational Education In The Period of Economic Transition

There has been a substantial convergence in the educational systems of many countries.' Starting with different educational backgrounds, political systems, and economies, both advanced and developing countries have developed similar educational ideologies, institutions, and curricula. One link among some common developments is vocationalism-the orientation of education around preparation for labor markets. In both advanced countries and LDCs, there has been a tendency to consider specific skill training, especially secondary-level vocational education, to be the principal manifestation of vocationalism. This conception is too narrow: every level of schooling, including the university, has become suffused with vocational goals, differentiated along vocational lines, and judged by vocational criteria. To understand the power of vocationalism, it is important to examine the full range of its consequences. In the first part of this article I will discuss different manifestations of vocationalism-understood as specific skill training-in both advanced countries and LDCs. The second section examines some larger consequences of vocationalism, especially its role in educational inflation and in defining the social roles of education. A finding common to many countries is that, despite claims of economic "relevance," vocationalized approaches prove to have little economic justification, fail to resolve the problems that they are designed to address, and generate new problems for education systems. The final section hypothesizes why, given these discouraging findings, vocational solutions to educational and economic problems continue to surface.

The Dutch education system includes the following levels: primary education for children between the ages of four and twelve, secondary education as a continuation of primary education for pupils between twelve and (16 to) 18 years old, higher education for students aged eighteen and above, adult and vocational education and certified education (from 16 onwards). At the end of comprehensive primary education, pupils are assigned to general pre-vocational secondary education, senior secondary education or pre-university education. The general pre-vocational education (VMBO) lasts for four years and gives access to the senior vocational secondary education (MBO) and the apprenticeship system (LLW), which are both part of vocational and adult education. A third type of secondary education is the five-year senior general secondary education (HAVO), which can be directly accessed after primary education or after completing the VMBO. HAVO graduates can attend MBO or pre-university education (VWO). Pre-university education gives access to the university (WO), higher professional education (HBO) and to distance learning courses in higher education (Open University).

Modeling global transfusion medicine education.

As a continent with 54 independent states Africa’s diversity is often highlighted but frequently forgotten when fertility is discussed. Fifty and more years ago to consider that all African countries and societies had a single fertility pattern (large numbers of children) and single trend (unchanging over time) was a valid characterization. Since the 1960s however that uniformity has disappeared replaced by substantial inter- and intra-country differences in fertility patterns and trends that render previous perceptions of continent-wide homogeneity obsolete. In this chapter we consider two African countries—Ghana and Kenya—whose fertility patterns and trends and their determinants have been well documented (Bongaarts 2008; Garenne 2008; Machiyama 2010; Shapiro and Gebreselassie 2008; Sneeringer 2009). Both countries have benefited from regularWorld Fertility Surveys (WFS) and Demographic and Health Surveys (DHS) that record trends in fertility family planning (FP) and other relevant indicators. The recently introduced Performance Monitoring and Accountability 2020 (PMA2020) surveys monitor progress since 2012 for the FP2020 initiative and occasional Situation Analysis and Service Provision Assessment surveys have also detailed the readiness of the health system in both countries to make quality FP services available. Ghana and Kenya share some common history: both have relatively strong health system legacies from the period of British colonialization; both were among the earliest countries to achieve independence; they were the first two African countries that developed policies to address population growth in the 1960s; and both have received substantial and sustained resources over several decades from many external donors and technical assistance organizations explicitly intended to increase the availability and quality of family planning services. However they are composed of cultures that are both diverse within each country and markedly different in many ways between the two countries. The two countries demonstrate remarkably different pathways in fertility and family planning patterns and trends from the 1970s to the present. We highlight some of the key differences and similarities explain why they have occurred and identify insights that could inform a wider understanding of fertility transitions and the role of family planning in other African countries. (excerpt)

Context: Vocational education and training enables young people to quickly and effectively enter the labour market. To advance their careers and to develop their professional expertise even more, they must then further their education through higher vocational or higher academic education. In this study, we looked at young people at work: What motivates them to move on towards higher education? As they are engaged in their jobs, their work situations will affect their further educational engagement. We hypothesised that individuals will more likely move towards higher education if their workplaces offer learning opportunities and social support. Human capacities, attitudes, and goals at work develop mainly in informal or non-formal learning situations and in their interactions with their teams. We tested the effect of these workplace factors by taking into account additional important predictors of educational pathways, such as sociodemographic factors (social background, nationality, gender) and motivational factors (values). Methods: Data stemmed from a multi-cohort longitudinal survey on educational decisions and educational pathways in the German part of Switzerland (BEN), running from 2012 to 2016. The selected sample consisted of 601 working individuals who were not engaged in higher education in 2014. Multinomial logistic regressions were run to test the hypothesis.Findings: First, we found that only 35% of the individuals who wanted to become engaged in higher vocational education in 2012 became engaged up to 2016 compared with those intending to become involved in higher academic education, where the rate varied by age—from younger to older—between 45% and 70%. Second, we found distinctive predictors for becoming engaged in higher vocational or academic education. Workplace factors predict engagement in higher vocational education but not sociodemographic factors, whereas sociodemographic and not workplace factors predict engagement in higher academic education. A significant predictor for both groups is the value attributed to higher education.Conclusions: The unique contribution of this paper is to show that distinct patterns of becoming engaged in higher vocational or higher academic education exist. These results confirmed the persistent effect of sociodemographic factors that shape the pathway to higher academic education. Moreover, the results indicated that an individual’s value and workplace factors contribute to enabling paths to higher vocational education, as this depends not on sociodemographic factors but on shaping the work environment that supports learning at work.

In this paper, the China Health and Nutrition Survey data are used to analyze the return rates of different educational stages in urban and rural areas in 2004 and 2006 respectively. The results show that the rate of return on primary and secondary education of urban laborers is significantly low, while higher education returns were significantly high, which means that the city labor force should accept more higher education. The rate of return on primary education for rural laborers has been significantly reduced, and the rate of return on secondary education has increased significantly, which means that rural labor force should receive more secondary education. Within the secondary education, the rate of return on vocational and technical education is higher than that of ordinary high school education in both the rural laborers and the urban laborers, so the government should guide the development of secondary vocational and technical schools and increase investment in secondary vocational education.

In South Africa, the concept of ‘higher vocational’ education and training is multi-layered and understood very differently depending on which institutional type it is being associated with. In spite of the establishment of a National Qualifications Framework (NQF) in 1995 which was intended to bring about some coherence across the education and training system, and enhance portability of credits and articulation, perceptions of institutional hierarchies and the ‘value’ of their qualifications have persisted. Public Technical and Vocational Education and Training (TVET) colleges (FE colleges in the UK) have historically offered vocational qualifications which in NQF terms (Levels 5 and 6) are within the university/higher education space, but these qualifications have never been accepted as ‘higher education’ due to their location in TVET colleges, and the fact that they have not been accredited within the university quality assurance structures. In the university system on the other hand, the term ‘higher vocational’ is rarely used to refer to qualifications that are closely related to work or practice, with the term ‘professional qualifications’ being preferred.Notwithstanding, in the last decade there has been growing recognition of the need for qualifications that span the boundary between TVET colleges and universities, and allow greater access to further and higher education for young people who for various reasons cannot access university. Moreover, in terms of government’s national plan for post-school education (White Paper on PSET, 2013), the TVET subsystem is set to grow by a much greater margin than the university sector. Albeit to a limited extent, universities and TVET colleges are collaborating in the design of Level 5 ‘Higher Certificates’ that can be offered by colleges, or universities, and become pathways into university programmes. These higher certificates enjoy higher status than historical TVET Level 5/6 offerings, due to their having the input and approval from universities at the outset, although much of this provision is being driven by universities of technology and comprehensive universities at present, rather than what in the South African differentiated higher education system are designated ‘research’ universities.This chapter traces the convoluted pathway that TVET colleges and vocational education in South Africa have traversed, and the significant reversal of integrated higher vocational education systems within South Africa’s post-school education and training sector. This chapter outlines policy approaches to higher vocational education in South Africa, which largely position vocational higher education in higher certificates and diplomas that do not articulate with professional undergraduate degree qualifications, hence preserving the status quo.South Africa’s higher education institutional landscape has undergone significant restructuring since the advent of democracy in 1994, and this chapter outlines ways in which these changes have privileged academic disciplinary learning at the expense of vocational higher education. Furthermore, we focus on instances of TVET college higher education vocational provision and identify some of the key challenges for college participation in higher vocational education.Conceptual framings that we draw on in this chapter are those of David Raffe and others with regard to scholarship on the notions of parity of esteem and unification.

FreeComparative and International Education: A Bibliography (2009)PDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinked InRedditEmailQR Code SectionsMoreAdult, Rural, Literacy, Vocational, Nonformal, Lifelong, and Popular EducationÅberg‐Bengtsson, Lisbeth. 2009. “The Smaller the Better? A Review of Research on Small Rural Schools in Sweden.” International Journal of Educational Research 48, no. 2 (June): 100–108.Alexopoulos, George, Alex Koutsouris, and Irene Tzouramani. 2009. “The Financing of Extension Services: A Survey among Rural Youth in Greece.” Journal of Agricultural Education and Extension 15, no. 2 (June): 177–90.Bhola, H. 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Background Plans for motherhood are changed after diagnosing ankylosis spondylitis (AS). AS female patients’ attitude to the use of AS medications during pregnancy planning and conception. Objectives To describe the impact of diagnosing AS on woman’s plans to have children, and patients’ attitude to continuing AS therapy while planning pregnancy or after definite conception. Methods 302 AS female patients participated in the survey conducted from May to November 2018. Patient’s mean age was 32.4±6.0 years, average AS duration from onset of symptoms was 10.2±7.4 years. 224 (74.2%) respondents had higher education, 68 (22.5%) – vocational college education and 10 (3.3%) – secondary education. Totally 492 pregnancies were reported in 214 (70.9%) respondents, including 278 pregnancies before AS onset, while 214 occurred with underlying AS. Results 206 women (68,2%) have changed their attitude to potential pregnancy occurring during AS: – 12 (5.8%) were firmly set to terminate an unplanned pregnancy; – 21 (10.2%) were giving up on pregnancy because they already have children born before AS onset; – 9 (4.4%) were against getting pregnant, although they yet haven’t had children; – 164 (79.6%) accepted potential pregnancy, although recognizing they would experience continuous emotional discomfort and fear for their own health and health of the unborn child. – 42 (13%) women were distinctly against getting pregnant in case they have AS. There was a weak inverse correlation between AS duration and changing patients’ attitude to pregnancy (R=-0.14, p 150 (49.7%) respondents discussed pregnancy planning with a rheumatologist. Women with university degree were more likely to consult a rheumatologist before trying for a baby compared to subjects with vocational college and secondary education (55.5%, 35.3% and 40%, respectively; p=0.02). 53 (35.3%) patients failed to receive a comprehensive answer to their questions related to AS and pregnancy mutual influence, the probability of AS inheritance by a child, safety of AS therapy at conception and during pregnancy; moreover, in 4 cases AS was interpreted as contraindication to pregnancy. 107 (35.4%) respondents believe that AS medications should be discontinued during pregnancy planning and conception, 75 (24.8%) subjects accepted possible use of AS therapy during this period, while 120 (39.8%) didn’t know the answer. 15.2% of respondents were ready to continue on NSAIDs, 20 (6.6%) – on glucocorticoids and sulfasalazine, and 21 (7%) – on biological drugs (GEBD). Of those who are ready to continue on AS medications at conception, 46 women (61.3%) consulted pregnancy planning with a rheumatologist. Respondents with higher education were slightly more likely to continue on AS therapy at conception (29%) compared to women with vocational college education (11.8%). Age, AS duration, or marital status had no influence on patients’ attitude to AS therapy during pregnancy planning and conception. Conclusion The majority of surveyed female patients changed their attitude to pregnancy after establishing AS diagnosis, although only 13% of them were ready to avoid pregnancy due to AS. No more than 50% of respondents were consulted a rheumatologist before planning pregnancy, and up to one third of them were not receive all expected answers to their questions and recommendations. Only 1/4 of participants accept the idea of continuing AS therapy during pregnancy planning and conception. Disclosure of Interests None declared

This article sets sights on highlighting the effectiveness and efficiency of higher and vocational education and training, as well as exploring ways to address and implement the current reform agenda in the field. The research was conducted on the basis of a generalizing and comparative method, to identify the problems and development of vocational and higher education. Within the framework of the conducted research the current state of vocational and higher education has been characterized; the features of online learning at leading universities and its advantages has been clarified; the prospects of introduction of continuity of education have been studied, for the development of personality abilities, taking into account changes in society in the context of improvement of the system of vocational and higher education caused by the European integration process of education; directions for the development of vocational and higher education as part of the national education system and society in general have been outlined. It is determined, that at the present stage the domestic education system should be improved and transferred to an innovative way of development in accordance with developed countries. In the near future, such modern forms of education as: distance education, dual education, continuing vocational education and others, should be improved and implemented into the educational process.

As a key initiative in China’s efforts to build a modern vocational education system, the positioning and model of talent cultivation in undergraduate-level vocational education (vocational undergraduate) have become an important issue. Based on a systematic literature review, this paper aims to clarify the essential differences between vocational undergraduate talent cultivation and regular undergraduate and higher vocational education, and to analyze its key compatibility requirements. The study finds that vocational undergraduate education inherently possesses dual characteristics of “vocational” and “higher education,” following the logic of the work system, and aims to cultivate high-level technical and skilled talents who can engage in technological integration and innovation as “domain implementers.” This stands in sharp contrast to the discipline-oriented knowledge of regular undergraduate education and the skill-oriented operation of higher vocational education. The successful implementation of vocational undergraduate talent cultivation requires meeting three compatibility requirements: alignment with industrial development needs, adaptation to learners’ individual sustainable development, and integration with the modern vocational education system. Practical approaches include clarifying cultivation positioning based on technical logic, innovating industry-education integration models, building competency-oriented curriculum systems, and developing a “dual-qualified” faculty team. Despite challenges such as social recognition and the depth of industry-education integration, the future development of vocational undergraduate education requires strengthening its distinctive characteristics, deepening school-enterprise cooperation, advancing digital transformation, and improving the vocational education system. The conclusion of this paper argues that vocational undergraduate talent cultivation is a systematic project, and its high-quality development is crucial to supporting national strategies and socio-economic development.

Higher vocational education has been expanding across many countries where it variously includes the European model of two-year ‘short cycle’ higher education sub-bachelor level qualifications provided by universities or colleges (HNC/Ds and Foundation degrees being examples in the UK), applied bachelor degrees in Sweden and Australia, applied baccalaureates at community colleges in the USA and other combinations of higher level vocational and academic programmes including degree apprenticeships. The growth of higher vocational education is usually a response to two distinct policy concerns: on the one hand, policies to increase economic competitiveness and productivity and on the other hand policies to promote social justice and equity as part of the near universal project to widen participation to higher education. This chapter explores how the concept of equity has been understood in research on widening access to higher education through developments that connect vocational or further education with higher education. The aim is to contextualise the country-specific experiences of the growth of higher vocational education presented in this book collection. This chapter builds on the idea that policies and practices contain historical traces and that different assemblages of policies for vocational or further and higher education lead to different spaces for opportunities for different students. This chapter explores literature that considers how vocational education and higher education as systems and/or as institutions have connected in order to expand opportunities to higher education qualifications for those who have not traditionally participated at this level. This chapter is organized in two parts. The first part considers how system expansion, which is often accompanied by increased institutional and vocational and higher education sector differentiation, is understood to affect equity in higher education. Three conceptualisations of equity developed by McCowan (2016) are outlined and discussed in order to set up a frame for reviewing the effects of expansion in more detail in the second part of this chapter. The second part of this chapter then uses McCowan’s (2016) conceptual frame to present and discuss the findings of a recent systematic literature review on widening access to higher education. The studies that will be considered in this chapter are those that highlight policies and practices to enable progression to higher education from vocational education.