Assessing the Quality of Upper-Secondary Vocational Education and Training: Evidence from China
Assessing the Quality of Upper-Secondary Vocational Education and Training: Evidence from China
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评估高中职业教育和培训的质量：来自中国的证据
DOI：
10.1086/696920
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发表时间：
2018-03
影响因子：
1.8
通讯作者：
Chu J.
中科院分区：
文献类型：
--
作者：
Yi H. M.;Li G. R.;Li L. Y.;Loyalka P.;Zhang L. X.;Xu J. J.;Kardanova E.;Shi H.;Chu J.
发展中国家越来越多的决策者将大规模扩大高中职业教育和培训（VET）作为重中之重。本研究的目的是探讨职业教育是否符合这些目标的建设技能和能力沿着多个维度，并进一步确定哪些学校层面的因素，帮助职业学生建立这些技能和能力。为了实现这一目标，我们分析了从中国中部一个省的118所学校收集的12，000多名学生的代表性纵向数据。首先，描述性分析表明，大约90%的职业教育与培训学生在职业或一般技能方面没有任何收获。此外，消极行为（课堂上的不当行为，反社会行为和其他危险行为）在VET学生中非常普遍。相当一部分学生实习也达不到政府对学生安全和福祉的最低要求。也许是由于这些结果，超过60%的学生对他们的VET计划表示不满，这可以通过自我报告或辍学来证明。最后，使用一个多层次模型，我们发现，学校的投入（如学校规模，教师资格，和每个学生的支出）是不相关的职业和一般技能在学年结束时，或学生在学年辍学。
An increasing number of policy makers in developing countries have made the mass expansion of upper-secondary vocational education and training (VET) a top priority. The goal of this study is to examine whether VET fulfills these objectives of building skills and abilities along multiple dimensions and further identify which school-level factors help vocational students build these skills and abilities. To fulfill this goal, we analyzed representative, longitudinal data that we collected on more than 12,000 students from 118 schools in one province of central China. First, descriptive analysis shows that approximately 90 percent of VET students do not make any gains in vocational or general skills. In addition, negative behaviors (misbehavior in the classroom, antisocial behavior, and other risky behaviors) are highly prevalent among VET students. A nontrivial proportion of student internships also fail to meet minimum government requirements for student safety and well-being. Perhaps as a result of these outcomes, more than 60 percent of students express dissatisfaction with their VET programs, as evidenced by either self-reports or dropping out. Finally, using a multilevel model, we find that school inputs (such as school size, teacher qualifications, and per pupil expenditures) are not correlated with vocational and general skill at the end of the school year, or student dropout in the academic year.
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DOI：
10.1016/j.ijedudev.2012.07.004
发表时间：
2013-07
影响因子：
2.5
作者：
A. Thapa
通讯作者：
A. Thapa
影响因子：
3.1
作者：
O. Reyes;K. Gillock;K. Kobus;Bernadette Sánchez
通讯作者：
O. Reyes;K. Gillock;K. Kobus;Bernadette Sánchez
影响因子：
8.8
作者：
Lee, VE
通讯作者：
Lee, VE
DOI：
10.1111/j.1749-124x.2013.12024.x
发表时间：
2013-05
期刊：
Wiley-Blackwell: China & World Economy
影响因子：
--
作者：
Linxiu Zhang;Hongmei Yi;James Chu;Chengfang Liu;P. Loyalka;M. Maani;Jianguo Wei
通讯作者：
Linxiu Zhang;Hongmei Yi;James Chu;Chengfang Liu;P. Loyalka;M. Maani;Jianguo Wei
DOI：
10.1108/s1479-3679(2012)0000016005
发表时间：
2012-03
期刊：
--
影响因子：
--
作者：
C. Collins;Alexander W. Wiseman
通讯作者：
C. Collins;Alexander W. Wiseman