Vocational Secondary Education, Tracking, and Social Stratification
Vocational Secondary Education, Tracking, and Social Stratification
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中等职业教育、跟踪和社会分层
DOI：
10.1007/0-387-36424-2_20
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发表时间：
2000
影响因子：
4.9
通讯作者：
W. Müller
中科院分区：
文献类型：
--
作者：
Y. Shavit;W. Müller
大多数中等学校系统保持学术教育和职业教育之间的区别。一些人认为，这使不同社会阶层的生活机会不同，中上阶层的学生参加的是通过高等教育走向职业的轨道，而下层社会的儿童更有可能被安排在职业轨道上，这减少了他们以后上大学的机会，使他们偏离了劳动力市场上更理想的职业。有些人根据这一观点主张完全取消中等职业教育，认为中等职业教育教授的技能可以在工作中获得，而不是通过学校教育获得。这种观点忽视了职业教育在塑造毕业生的生活机会、减少失业和从事最不理想工作的可能性方面可以发挥的积极作用。
Most secondary school systems maintain a distinction between academic and vocational education. Some argue that this differentiates the life chances of the various social classes, where middle- and upper class students participate in tracks that lead through higher education to the professions, and lower class children are more likely to be placed in vocational tracks that reduce their chances to attend a university later on, and divert them from the more desirable occupations in the labour market. Some argue on the basis of this perspective for the abolition of vocational education at the secondary level altogether, suggesting that it teaches skills that can be acquired on the job rather than through schooling. This perspective ignores the positive role that vocational education can play in shaping the life chances of its graduates and in reducing the likelihood of unemployment and of employment in the least desirable jobs.