Download pdf
An Analysis of the Dilemma, Reasons, and Path of Social Recognition of Vocational Education in China
- 1 University of Sydney
* Author to whom correspondence should be addressed.
Abstract
Despite the introduction of a new law on vocational education and the improvement of the vocational education system, there are still problems, such as low social acceptance of vocational education and social stereotypes of vocational education, which not only affect the implementation of vocational education policies but also the enrolment of vocational education and the employment of vocational education graduates. This paper analyses the causes of the phenomenon from the school, social, parent, and student levels. It puts forward the following suggestions to improve the phenomenon and enhance the public’s acceptance of vocational education: firstly, focus on the implementation of the policy in all aspects; secondly, improve the talent cultivation system; and thirdly, provide diversified employment opportunities to enhance the stereotypes. Through Dewey’s theory of vocational education and Maslow’s hierarchy of needs, we start with students’ most basic psychological needs and then take measures to improve the social recognition of vocational education.
Keywords
vocational education, social recognition, stereotype, employment
[1]. Zhao, Z.Q.(2022) Challenges and countermeasures of universal vocational streaming. People’s forum, 6, 66-69.
[2]. Hu, X.R. (2023) Research on the choice of image enhancement path of vocational education under the view of stereotype. Journal of Wuhan institute of vocational technology, 2, 17-22.
[3]. Sun, P. (2023) Problems and breakthrough paths of enrolment methods in higher vocational schools--Taking the newly revised vocational education law as a perspective. Journal of Guangdong Open University, 3, 85-92.
[4]. Chen, J., Cao, S. and Wu, S. (2023) SWOT Analysis of high-quality development of vocational education under the background of new vocational education law in China. Journal of education and educational research, 2(2), 52-60.
[5]. Ministry of Education. (2023) 2022 national education development statistical bulletin. Retrieved from https://doi. org/10.1080/03054985.2014.889602.
[6]. Li, D.Y., Li, J.F. and Deng, Y. (2019) Problems and reform of talent cultivation mode of higher vocational education in China. Hebei vocational education, 1,30-34.
[7]. Wang, G. and Wang, Z. (2023) Vocational education: a poor second choice? A comparison of the labor market outcomes of academic and vocational graduates in China. Oxford review of education, 49(3), 408-427.
[8]. Liu, L., Zhu, L. and Liu, N. (2020) Research on the recognition of university teachers’ scientific research evaluation from the perspective of the target group: A questionnaire survey based on 20 “double first-class” construction universities. Education research of Tsinghua University, 2, 73-82.
[9]. Yang, X.B. and Xu, Q. (2015) Comparison of curriculum development and implementation in vocational education in Singapore and China and its implication - A case study of Ngee Ann polytechnic and Wuhan institute of industrial vocational technology. Journal of Ningbo institute of vocational technology, 6, 12-15.
[10]. Kong, X.F. (2004) Some thoughts on the reform of secondary school teaching under the perspective of multiple intelligence theory. Research on vocational and technical education, 4, 17-18.
[11]. Wang, X., Sun, Z. and Wang, N. (2021) Report of a large-scale questionnaire survey on the development of vocational education in China. Educator, 17, 7-23.
[12]. Wang, Y. and Wang, H.Y. (2022) Research on vocational education values in the perspective of New Era. Huainan journal of Vocational and Technical College, 2, 90-92.
[13]. Takyi Mensah, E., Chen, M., Ntim, S. Y. and Gabrah, A. (2023) Analysing Dewey’s vocational aspects of education and Maslow’s theory of motivation in support of vocational education and training. Discover education, 2(1), 18.
[14]. Thompson, M. and Subich, L. (2006) The relation of social status to the career decision-making process. J Vocat Behav, 69(2), 289–301.
[15]. Lan, H.J., Cui, Z.Y. and Ni, J. (2022) Policy implementation of vocational education in China: practical problems, analysis of causes and suggestions for countermeasures. Adult education, 7, 71-79.
[16]. Kuang, E. and Jiang, M. S. (2023) Theoretical basis, dilemma and development logic of the positioning of vocational education types in the context of “one unification and three integration”. Vocational and technical education, 16, 6-13.
[17]. Forster, A. G., Bol, T. and Van de Werfhorst, H. G. (2016) Vocational education and employment over the life cycle. Sociological science, 3, 473-494.
Cite this article
Jiao,Z. (2023). An Analysis of the Dilemma, Reasons, and Path of Social Recognition of Vocational Education in China. Lecture Notes in Education Psychology and Public Media,29,7-15.
Data availability
The datasets used and/or analyzed during the current study will be available from the authors upon reasonable request.
Disclaimer/Publisher's Note
The statements, opinions and data contained in all publications are solely those of the individual author(s) and contributor(s) and not of EWA Publishing and/or the editor(s). EWA Publishing and/or the editor(s) disclaim responsibility for any injury to people or property resulting from any ideas, methods, instructions or products referred to in the content.
About volume
Volume title: Proceedings of the 2nd International Conference on Interdisciplinary Humanities and Communication Studies
© 2024 by the author(s). Licensee EWA Publishing, Oxford, UK. This article is an open access article distributed under the terms and
conditions of the Creative Commons Attribution (CC BY) license. Authors who
publish this series agree to the following terms:
1. Authors retain copyright and grant the series right of first publication with the work simultaneously licensed under a Creative Commons
Attribution License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this
series.
2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the series's published
version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial
publication in this series.
3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and
during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See
Open access policy for details).