International Comparisons of China’s Technical and Vocational Education and Training System
Samenvatting
China is experiencing an unprecedented phenomenon: breakneck industrialization on a scale and at a pace not seen before. It is trying to achieve in just a few decades what Western nations took more than a century to do. The arrival in the country’s cities of tens of millions of rural dwellers, at most semi-skilled, has put huge strain on the country’s system of vocational education, known as TVET. How have the Chinese authorities and their education administrators responded? Is China’s TVET system adapting to the rapidly evolving needs of its industry? Using the province of Yunnan as a subject, this detailed case study is a closely argued and sanguine analysis of the operation of TVET in China. The authors deployed a set of internationally comparable criteria to offer a searching assessment of current performance, at the same time documenting areas of strength and weakness. The question the authors’ methodology answers is how well China’s TVET system is performing compared to technical and vocational education structures in other countries. In fact, they discover that in Yunnan, a province representative of the challenges faced nationwide, much has indeed been done, from a wholesale overhaul of programs to make them relevant to industry requirements, to major investment in infrastructure. Teacher training has been reformed, and take-up of professional master’s and doctoral courses has been encouraged. Joint initiatives with bodies such as UNESCO have improved training and vocational education at high school level.
While there is a strong international history of such comparative evaluations, which are essential for policy makers to benchmark their administration, few studies have included China despite the enormous amount of value that can be learned from that country’s experience. This work will provide vital material for researchers, governments and development agencies alike.
Specificaties
Inhoudsopgave
List of Tables
List of Figures
1. Introduction
Undertaking a comparative evaluation
Some terms and definitions
Outline of the book
2. Education and Training in China
Overview of the education system
Primary schooling
Junior secondary schooling
Senior secondary schooling
Higher Education
Technical and Vocational Education and Training
Conclusion
3. International Comparisons of TVET
Aims of international comparisons
Strategies for making international comparisons
Brief history of international indicators
TVET-specific comparisons
Occasional or periodic comparisons with other countries
Conclusion
4. A Review of Current Practice in China
Types of research
Types of comparisons
Published articles on indicators
Examples of case-study comparisons with other countries
Conclusion
5. Framework for Comparing China’s TVET System
Requirements for making international comparisons
The International Standard Classification for Education
The Application of ISCED to Chinese education
TVET policy priorities in China
Selection of indicators
Data Sources *
Countries selected for comparison
Conclusion
6. Comparisons of Social and Economic Context
Context comparisons using selected indicators
7. Resources
Input indicators
Comparisons using selected input indicators
Additional possible input indicators
Conclusion
8. Participation and Outcome Indicators
Participation in Initial TVET
Graduation
Participation in continuing TVET
Indicators that cannot yet be included
Conclusion
9. Work-based Education and Training
Considering TVET in the context of Yunnan
Data collection survey on continuing vocational training inYunnan
Analysis of data from the employee and employer questionnaires
Applying the survey results from Yunnan to international comparisons
Comparisons with the EU based on key quantitative CVT indicators
Comparisons of CVT (work-based formal training)
10. Conclusion
The performance of the Chinese TVET system
On international comparisons and TVET data
Final note
References
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