comic: Secondary vocational students take the college entrance examination. Photo provided by Visual China
On March 24, 2022, a teacher from the Modern Agronomic Department of Bozhou Secondary Vocational School in Zunyi, Guizhou led students to study at the morel training base. Photo provided by Visual China
◆35% of secondary vocational graduates are employed. Among about 65% of secondary vocational students who are admitted to higher education institutions, about 10% are admitted to undergraduate colleges and universities
◆In the study channel, the proportion of counterpart single recruitment is 49.5%, the proportion of various direct recruitment such as 3+2, five-year system, and middle-end integration is 41.6%. About 8.9% of children choose the general college entrance examination
◆From the internship time, the average internship of children who are admitted to undergraduate is only 1.8 months. The average internship practice activities is 2.7 months, and the employed children are 3.9 months. Recently, the divergence of general vocational education has attracted widespread attention from the society and is very popular.
In response to the issue of "general and vocational diversion", at the just-passed National People's Congress and the Chinese People's Political Consultative Conference, many representatives and deputies believed that due to the development of the times, economic transformation, social change, and the development of education itself, the "general and vocational high school education" policy, which has a roughly equivalent enrollment ratio of ordinary high schools and vocational high schools in my country, has faced increasingly severe challenges.
Many people suggested that the "general and vocational diversion" should not be roughly equivalent. We should strengthen publicity and guidance, improve the society's acceptance and recognition of vocational education, actively explore new development models of "general and vocational integration", establish and improve the vocational education college entrance examination system, and accelerate the development of undergraduate-level vocational education.
At the press conference of the Ministry of Education in February 2022, Chen Ziji, Director of the Department of Vocational Education and Adult Education of the Ministry of Education, proposed that the diversification of general vocational schools is still necessary, but it is necessary to promote the diversified development of secondary vocational schools, and change from "employment-oriented" to "employment and education equally."
Secondary vocational students can take the entrance exam for higher vocational and even undergraduates, which has already been guaranteed by policies. In a sample survey of nearly 20,000 secondary vocational graduates nationwide in 2020, the author and his team tried to explore which secondary vocational graduates continue to study, and tried to put forward policy suggestions to ensure that secondary vocational students go to school.
65% of secondary vocational graduates continue to study
The author found that going to school has become the main destination of secondary vocational education. Students can continue their studies through various channels such as counterpart single recruitment, five-year system, and general college entrance examinations. For children who have no financial worries and want to study wholeheartedly, there is almost no problem of whether they can go to higher vocational schools, but more of whether they can go to higher vocational schools or even undergraduates.
According to the 2020 National Sampling Survey of Secondary Vocational Graduates of the Institute of Educational Finance and Sciences of Peking University, among the nearly 20,000 samples, the proportion of employment was only 35%. Among about 65% of secondary vocational students who were admitted to colleges and universities to continue their studies, about 10% were admitted to undergraduate colleges. In terms of the channels for further studies, counterpart single recruitment and various forms of helicopter are the main ways to further studies. More than 1,000 people also chose the general college entrance examination and competed on the same stage with the general high school students. For children who persist until graduation, there is no significant difference in the overall admission rate between boys and girls, except that the undergraduate admission rate of girls (7.1%) is slightly higher than that of boys (5.5%).
With the advancement of the "vocational education college entrance examination", applied undergraduate and vocational undergraduate are expanding their enrollment scale from secondary vocational schools. In October 2021, the General Office of the CPC Central Committee and the General Office of the State Council issued the "Opinions on Promoting the High-Quality Development of Modern Vocational Education", which clearly stated that "from to 2025, the enrollment scale of vocational undergraduate education will not be less than 10% of the enrollment scale of higher vocational education." The author estimates that if the above goals can be achieved, the proportion of secondary vocational graduates directly entering undergraduate colleges across the country will increase significantly after 2025.
This means that the vocational education overpass has been built, and the study path of secondary vocational graduates has not been blocked, but has become wider.
Vocational school graduates, who has entered undergraduate
, who is going to go to school, especially into attractive undergraduate colleges? With the help of national sampling survey data, we were able to answer. The secondary vocational college entrance examination system has distinct regional characteristics and the region has an impact that cannot be ignored. The eastern and central regions are not much different. About one-third of children are directly employed, about 60% of them enter college, and about 7% can enter undergraduate; but in the western region, 44% of children are directly employed, and only 4% of children are able to enter undergraduate.The proportion of children in the western region to go to school is much less than that in the eastern and central regions, especially the chances of entering undergraduates. In terms of the channels for further studies, the proportion of counterpart single recruitment is 49.5%, the proportion of various hedges such as 3+2, five-year system, and Zhongmachi-Continental Interpretation is 41.6%, and about 8.9% of children choose the general college entrance examination. By major, the increase in the principal rate of agriculture, forestry, animal husbandry, fishery, resources, environment, culture and art majors exceeds 15%, the increase in the principal rate of petrochemical, information technology, medical and health, finance and trade majors is between 5% and 10%, and the increase in the principal rate of other major categories is less than 5%. Positioning a major in agriculture that serves agriculture and agriculture, rural areas and farmers is one of the highest admission rates among all major categories.
, and school category , the proportion of district and county-level public schools entering undergraduate degree is the highest, close to 9%, significantly higher than that of provincial and municipal public secondary vocational schools and private secondary vocational schools. In the case where internship and training equipment, dual-teacher teachers and other conditions are insufficient compared with provincial and municipal schools, many district and county secondary vocational schools have formed a school-running model with school-oriented leadership as the core competitiveness.
In addition, judging from the internship time of , the average internship practice activities for children who entered undergraduates was only 1.8 months, while the average internship practice activities was 2.7 months, and the average in employment was 3.9 months. Among the children who have entered undergraduate courses, 10% have no experience in internships and training. The proportion of children who have not obtained a career certificate to enter undergraduate degree is 7%, while the proportion of children who have obtained one or two certificates to enter undergraduate degree is only 5%. What is
leading to less internship experience, no professional certificate, and some children with low grades have a higher proportion of undergraduates? The author believes that the integration of universal vocational schools is the most important reason.
Some principals of secondary vocational schools have clearly stated that the counterpart admission mainly recruits second or third-year students of ordinary high schools. Children who participate in the counterpart admission do not engage in internships and are dedicated to preparing for the exam. Some secondary vocational schools even have "school districts" and "non-school districts" to avoid affecting children who are going to school. Another reason may be due to the current lack of organization and management of secondary vocational entrance examinations.
From the above, it can be seen that vocational school students are still in a bumpy way to go to school, and the reform of the vocational education overpass is still on the way.
secondary vocational students go to school, and how to escort the fairness and justice of the
examination and enrollment system is the top priority. For irregularities in enrollment, it is urgent to take heavy measures to increase rectification.
The school entrance problems of some children from financial difficulties in secondary vocational schools need to be taken seriously at the policy level. free secondary vocational policy helps many children from families with financial difficulties to complete their high school education, but the high costs of higher education, especially the opportunity cost of losing potential income, hinders their continued study. Increasing precise funding for some students from families with financial difficulties in vocational colleges, so that hard work and ability become the dominant factors in the future choices of these secondary vocational graduates is a natural part of the student aid policy.
"Cultural Quality + Vocational Skills" examination content and structural ratio optimization and adjustment are related to the stay and do not have the characteristics of secondary vocational schools in the type of education. In addition to the three subjects of Chinese, mathematics and English, the "Vocational Education College Entrance Examination" distinguishes professional theory and professional skills examinations in major categories. The college entrance examination is the baton, and the classroom teaching and internship training activities of secondary vocational schools will reshape this baton. Some general high school students transfer to secondary vocational schools in the third grade of high school to participate in the counterpart entrance examination. Although this is understandable at the individual level, it also shows that there is a "arbitrage space" between general high school and secondary vocational education, and secondary vocational schools have become shortcuts to go to college (mainly undergraduate). The formation of this arbitrage space comes from the fact that the examination content does not emphasize enough professional knowledge and professional skills. The way to refuse general high school students to transfer to secondary vocational schools is contrary to the basic concept of general vocational integration and is not advisable. However, in future reforms, it is necessary to pay close attention to the "arbitrage behavior" of senior high school students in transferring to secondary vocational schools on a large scale, and adjust the content and structural ratio of the "vocational education college entrance examination" based on this. The practice of
comprehensive evaluation and diversified admission to will determine whether the integration of industry and education can be taken into account. Children who have not obtained a career certificate have entered undergraduate degree, and children who have fewer internships have entered undergraduate degree. This phenomenon should be changed.As secondary vocational education shifts from "employment-oriented" to "equal emphasis on admission and employment", the impact of the admission rate, especially the undergraduate rate, on the reputation of the school, has continued to increase, and in-depth school-enterprise cooperation has become a thankless behavior. Faced with the rise of some "super secondary vocational schools" with more than 100 students, some secondary vocational schools that were originally good at running schools in industries and had a long history of apprenticeship have gradually lost their appeal to outstanding students.
In order to cope with this change, some secondary vocational schools that closely serve the local industry have to adjust their school orientation to attract outstanding students. The more outstanding students' admissions have negative impacts on the continued deep participation of enterprises in talent training. Due to the increasing proportion of junior college to undergraduate, this mechanism has also been transmitted to higher vocational colleges, and many originally in-depth school-enterprise cooperation projects have been impacted by the source of outstanding students to undergraduates. How to formulate evaluation standards that are conducive to the integration of industry and education and the cultivation of real skilled talents and carry out admissions based on this will test the wisdom and responsibility of reformers.
Source: China Youth Daily
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