Planning and Analysis of Education Policy

Final Assessment

Course Code: ZQA 7021

Student Name: Zhang Xinwei (22062861)

Huo Mengwen (s2169843)
Feng Xinyao (22062518)

Lecture Name: Dr Guan Eng Chan

 The low status of vocational education in China

Introduction

In the 1970s and 1980s, due to societal progress and the rapid development of
infrastructure, there was an increasing demand for skilled labor. Consequently,
vocational education started to play a significant role in meeting the growing need for
skilled professionals. Among the various forms of vocational education, higher
vocational education gained more attention. However, in China, the establishment of the
socialist market economic system in 1992 had a significant impact on higher education,
and state policies tended to be biased towards traditional higher education. As a result,
the status of higher vocational education gradually declined. Unfortunately, this decline
has led to misconceptions among some parents, who hold extreme views such as
"Higher vocational occupations lack academic rigor" or "Junior colleges are for
underachievers." These distorted perceptions have contributed to social discrimination
against higher vocational education.According to the survey, educational discrimination
has become the main social prejudice and discrimination faced by vocational education
graduates. It is imperative that action is taken to address these issues and foster a more
inclusive and equitable view of vocational education.Not only that, This profound
prejudice has directly resulted in a sharp decline in the quality of students in vocational
education. The degradation of student quality has had far-reaching effects on vocational
education, forming a vicious cycle. This paper will start from the status of vocational
education decline, analyze and put forward specific solutions.

Literature review

Despite the low status of vocational education and occupation, it is a global concern, but
the resulting impact and potential remedies differ significantly from country to country.
For example, in the German dual-track system, apprentices divide their time between
work and study (Carruthers & Jepsenl, 2020). But apprenticeships are becoming an
unpopular option. Martinez-Morales and Marhuenda Fluixa (2020) report that the status
of vocational education in Spain has improved significantly as a result of reforms to
improve the quality of education and bring about greater alignment between what is
taught and the needs of business. With the exception of Switzerland, where vocational
education is held in relatively high esteem, elsewhere vocational education is
considered to be aimed at students who have difficulty completing ordinary high school
education courses, the so-called "leftover" (Juul, 2012).

Barak stresses that although social marketing can be used to encourage participation in
vocational education, it will continue to play a low role unless it is highly valued within
the government. As elsewhere, this social mood is reflected in how vocational education
is perceived in the community and how people engage with it. Aarkrog (2020) points out
that low enrollment is a sign of the low status of vocational schools. According to a
survey, the number of students who choose to enter regular high schools in 2021 is
about twice that of secondary vocational school students (Ministry of Education, 2022).
To improve the status of vocational education and the professions it serves requires
consideration of specific national historical, institutional and contemporary contexts
(Cedefop, 2014). However, factors such as decent and well-regarded careers and
employment prospects can be considered as attractive factors to young people (Billett,
2020).

Development of vocational education in China

Before China's reform and opening-up policy, there was no real concept of vocational
education. There are only two types of schools: secondary professional schools and
worker training schools. With the development of vocational education in China, there
are more than 7,000 vocational schools in China by 2021.China's vocational and
technical colleges are mainly divided into four stages (Jia & Wang, 2020).
The first stage from 1949 to 1978, when China was just founded, was the renovation of
the remaining senior vocational schools. In order to revitalize the economy and let more
people participate in the economic construction, the local government can assign jobs to
graduates and solve the living problems.
The second stage was from 1979 to 1991, which was a glorious period for the
development of vocational schools in China. During this period, China's economy
showed a development pattern of low output and high consumption. Enterprises should
try their best to reduce their dependence on highly skilled personnel (Li & Xu, 2020). As
a result, companies prefer to use vocational school students. The Decision on Reform of
the Education System also clearly puts forward the priority of developing vocational
education. Under the dual conditions of policy support and market demand, vocational
schools develop rapidly and have high social influence.

The third stage was from 1992 to 2004. China's market economy system was
continuously adjusted. The government and enterprises no longer provided jobs for
graduates, and more and more enterprises began to seek differentiated development.
Therefore, the demand for high-tech talents is gradually increasing . At the same time,
with the rapid development of China's higher education, students began to pursue
higher education. The attractiveness and social influence of vocational colleges are
gradually declining or even becoming negative.

The last stage is from 2005 to the present. Enterprises attach importance to higher
education and develop high - tech to improve competitiveness. Therefore, the society
generally pursues and advocates the high level of education, the society pays less
attention to the vocational school. This is despite the fact that China's Ministry of
Education has reformed vocational education, including enrollment policies and
examination policies. However, due to social approval, secondary vocational students
are considered low-quality students, and many students would rather retake the exam
than enter secondary vocational schools.

Research design

Research Methodology

This study adopts mixed research methods. Through the combination of questionnaire
survey and focus group, the stakeholders (students, teachers, parents, employers)
understand the current situation of vocational education in China and make suggestions.
Likert scale will be used in the questionnaire survey.

Data Collection and Analysis

Data for this study will be collected through two primary methods: online surveys and
focus groups.

Online Surveys: Online surveys will be developed and distributed to a wide range of
demographics. These surveys will include both close-ended and open-ended questions
to gather quantitative and qualitative data respectively. The selection of participants for
the survey will be done purposively to ensure a representative sample across different
social, educational, and professional backgrounds. The distribution of the survey will be
carried out using various platforms such as emails, social media, and educational
forums, ensuring a wide reach.

Focus Groups: In addition to surveys, focus groups will be conducted to gain in-depth
insights into participants' perceptions and experiences. Each focus group will comprise
6-8 participants and will be guided by a set of predefined open-ended questions. The
focus groups will be conducted either in person or virtually, based on participants'
convenience and current health guidelines due to the ongoing pandemic.

Based on the above data collection methods, we will analyze the collected data using
the following two analysis methods.

Quantitative Data Analysis: The quantitative data from the surveys will be exported into
a statistical software package for analysis. Descriptive statistics, such as means,
standard deviations, and frequencies, will be computed for all quantitative items to
summarize the data. Inferential statistical tests, such as chi-square or t-tests, may be
performed to examine relationships between variables or differences between groups.

Qualitative Data Analysis: The qualitative data from both the open-ended survey
questions and focus group discussions will be transcribed verbatim. Transcripts will be
read and re-read for familiarization and to identify preliminary themes. A thematic
analysis approach will be employed to systematically identify, analyze, and report
patterns (themes) within the data. This involves coding the data, generating initial
themes, reviewing themes, defining, and naming themes.

Limitations and Delimitations

Based on the above survey methods and analysis methods, the following limitations and
delimitations are summarized.

First of all, One of the limitations of this research project is that the sample size and
representativeness used by the survey and focus groups may be limited. Although the
targets are different participants, the results of the study may not be representative of
the entire population of vocational education stakeholders in China due to various
objective factors such as time, resources, etc.

Secondly, based on the "focus group" method of survey research, the collected data
need to be collated and analyzed, so the data results will be subjective to a certain
extent, and respondents tend to prefer socially acceptable or expected answers rather
than real opinions.

Financial Implication

The proposal provides funding for programs that hope to change the status of vocational
education and project a positive image of vocational education.In order to achieve this
goal, a detailed budget is essential for research projects. The following is a breakdown
of the estimated costs involved in this study.

● Survey Distribution and Data Collection Software: RM500

To distribute the surveys and collect the responses, we will use a reputable online
survey tool. This also includes the software for focus group video conferencing and
recording.

● Statistical Analysis Software Subscription: RM500

To analyze the collected data, we need to use a reliable statistical analysis software,
requiring an annual subscription.

● Transcription Services: RM500

The focus group discussions will be recorded and then transcribed for detailed analysis.
Depending on the number of hours of recording, this can be a significant cost.

● Stipends for Focus Group Participants: RM1000

To encourage participation and appreciate the time given by the focus group
participants, a small stipend will be offered.

● Printing and Binding of Research Report: RM500

The final thesis will need to be printed and professionally bound for submission to the
university.

● Miscellaneous Costs: RM2000

These include potential unexpected costs, such as additional software, hardware, or

travel expenses for in-person focus groups, if necessary.

Therefore, the total budget for this study is estimated at approximately RM5,000. But
this is only a rough estimate, and the actual cost may vary by 10%-20% as the research
progresses.

Findings

The epidemic has brought challenges to the development of vocational schools in

China. Vocational education has been neglected for a long time, it will have negative
effects on schools, society and students to varying degrees.
(1) Employment rate declines

Stevenson (1994) believes that employers are one of the main stakeholders of
vocational education, and vocational education must adapt to market demand and be
competitive in the market. A low level of vocational education may not be able to meet
the market demand for graduates, thus affecting their job opportunities.

(2)Weak teaching staff , unable to timely follow up the market demand.

During the pandemic, the professional development of teachers may be hampered by

the closure of schools, the interruption of cooperation projects with international schools,
the introduction of high-quality foreign curriculum resources, and the possible restriction
or cancellation of teacher training and further education programs. The lack of new
teaching methods, skills and market information will affect their teaching ability and
understanding of industry developments (Zhu et al., 2023).

Recommendation

1. Implement the employment policy and use "employment" to promote

"enrollment"

According to the new Vocational Education Law, students in vocational schools have
equal opportunities in career development as students in regular schools of the same
level, and discriminatory policies are prohibited. Relevant government departments
should create a fair and just employment environment, create a good employment
atmosphere, and guide companies to form a correct concept of talent selection.

2. Establish a good social image of vocational education

Strengthening the promotion of vocational education needs the joint efforts of

government, vocational colleges and enterprises. Local governments should use
newspapers, the Internet and other media to actively carry out publicity work, give full
play to the role of public opinion, and expand the social awareness of vocational
education. Vocational colleges can also use their spare time to lead students to carry
out a series of off-campus activities, such as holding off-campus lectures, introducing
school achievements, outstanding graduates' deeds, and showing vocational skills to
secondary schools and communities. In addition, companies must take responsibility.
Enterprises can invite students and parents to visit and experience the production
process and experience the craftsmanship of artisans (Cui et al., 2023). The public
stereotype of vocational education should be changed through the efforts of all sectors
of society.

Conclusion

In the market economy environment, the demand for academic degree education is
gradually increasing, and higher education has received more attention and investment,
while the status of vocational education is relatively declining. Although China's
vocational education has developed greatly in scale, the quality of education is still an
important issue. The teaching level and facilities of some vocational education
institutions are different from those of higher education institutions. But the government
has realized the importance of vocational education and has taken a series of measures
to change this perception. The reform and improvement of vocational education
institutions, the implementation of educational policies and the establishment of a good
social image of vocational education are all trying to change the wrong ideas of parents
and students, so that they can understand and attach importance to the value of
vocational education in a more comprehensive way.

In general, vocational education in China plays an important role in promoting economic

development, meeting employment needs and promoting social equity. However, it is
still necessary to further strengthen the quality of education, in line with the industry, and
improve the level of teachers, in order to ensure that vocational education to meet the
needs of social development plays a greater role.
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