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Table of Content

    20 January 2020, Volume 38 Issue 1 Previous Issue    Next Issue
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    Need for the Construction of Modern Vocational Education System to Make Vocational Education one Type of Education
    Xu Guoqing
    2020, 38 (1):  1-11.  doi: 10.16382/j.cnki.1000-5560.2020.01.001
    Abstract ( 353 )   HTML ( 231 )   PDF (574KB) ( 417 )   Save
    Taking vocational education as a type of education is the logical starting point of all policy designs in the State Council document “National Reform Implementation Plan for Vocational Education”. The pursuit of type attributes in vocational education has taken place throughout the history of vocational education. At present, the demand for type attributes in vocational education is so urgent, because the change in vocational structure in the era of intellectualization has produced the demand for the construction of vocational education system. The theoretical basis for establishing the type attributes of vocational education is the independence of the content of technical knowledge, the complexity of the formation process of technical knowledge and the diversity of the sources of technical knowledge. The practical strategies include ensuring the stability of the vocational education system and the fairness of policies, to establish more diversified forms of vocational education for the training of skilled personnel, to rationalize the internal links of vocational education, to manage vocational education according to the characteristics of vocational education and to improve the social status of skilled personnel.
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    The Confusion of the Higher Trait of Higher Vocational and Technical Education and its Current Solution
    Kuang Ying
    2020, 38 (1):  12-22.  doi: 10.16382/j.cnki.1000-5560.2020.01.002
    Abstract ( 248 )   HTML ( 265 )   PDF (799KB) ( 218 )   Save
    Higher vocational education in China has ushered in a period of development opportunities. However, the basic positioning of higher vocational and technical education is still a pain point, especially for the definition of “higher trait”, which affects the growth of higher vocational and technical education to some extent. It’s essential to understand the connotation of “higher character”. The confusion of the connotation of “higher trait” is one of the inborn particularities in China, which is also accordant with the trend of the development of higher education. The connotation of “higher trait” has experienced three doctrines including “equal cultural level”,“technical education position” and “high skills”. In the present era, those three doctrines are all out of date. It is of importance to build up a new connotation of “higher trait” of higher vocational and technical education based on the notion of “Type Education”. Through the new connotation, the higher vocational and technical education will present a complete new pattern.
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    Reformation and Innovation: Response of Higher Vocational Education to Enrollment Expansion
    Fu Xueling
    2020, 38 (1):  23-32.  doi: 10.16382/j.cnki.1000-5560.2020.01.003
    Abstract ( 247 )   HTML ( 146 )   PDF (653KB) ( 217 )   Save
    The policy of higher vocational and technical education (HVTE) enrollment expansion is conducive to improving the economic structures and deepening vocational reforms in the new era, which will bring challenges to the developmental ideology, cultivation models and quality standards of HVTE. HVTE should follow the ideas of mass education, persist in the principle of characteristic development and improve the growth of technical and skilled talents. To meet the diversified demands of expansion, HVTE should reform the entrance examination, create the multiple cultivation models and improve the flexible educational system to meet the diversified demands, establish the mass quality idea based on value added and hold fast to the higher education standards to ensure the quality.
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    Strengthening Applied Research: The Road to Professional Construction in Higher Vocational Colleges Under “Double High Program”
    Bin Enlin
    2020, 38 (1):  33-42.  doi: 10.16382/j.cnki.1000-5560.2020.01.004
    Abstract ( 264 )   HTML ( 143 )   PDF (676KB) ( 224 )   Save
    In order to implement the “National Vocational Education Reform Implementation Plan”, China has issued the “Double High Program” related policy documents, aiming to build a batch of high-level higher vocational colleges and programs. This should be another opportunity to improve the professional connotation of higher vocational colleges. The traditional professional construction path can no longer function again. It is necessary to strengthen the technical application research focusing on technology and product research and development, so that higher vocational colleges can go beyond the previous professional construction in the curriculum reform, teaching reform, teacher reform and other paths. This can help vocational colleges play their own unique professional advantages. However, at present, the application of high-level applied research still faces a series of problems such as difficult to obtain problems. It’s difficult for higher vocational colleges to conduct research project, apply research results, form methods and teams, and construct indicator systems. Therefore, it's suggested that all the problems should be addressed systematically.
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    Is It Profitable for Enterprises to Participate in Internship of Vocational Schools? Based on the Empirical Analysis of 109 Enterprises
    Ran Yunfang, Shi Weiping
    2020, 38 (1):  43-59.  doi: 10.16382/j.cnki.1000-5560.2020.01.005
    Abstract ( 227 )   HTML ( 185 )   PDF (1528KB) ( 204 )   Save
    From the perspective of cost-benefit analysis, the cost-benefit and influencing factors of 109 enterprises in Zhejiang and Shanghai that participated in the internship of vocational schools were studied by structural interviews. The findings are as the following: during the internship, the company is profitable on the whole, but there are still more than 40% companies that are in losses; the short-term costs or benefits of enterprise are mainly related to human costs or benefits. The break-even point and payback period of enterprises' participation in internship are respectively in the 4th and 8th month of students' on-the-job internship, but there are huge differences between enterprises. The low student retention rate makes the long-term benefits of enterprises participating in the internship not high. The cost and benefit of enterprises participating in internship are all significantly affected by some enterprise characteristics and internship characteristics, and short-term cost and benefit have a significant impact on long-term benefits. It is necessary to establish a cost-sharing mechanism, standardize the internship content, respect the formation cycle of post skills, enhance the short-term interests of enterprises, and establish the cost-benefit accounting mechanism to subsidize the companies that are in losses. Meanwhile, it is necessary to strengthen the exchanges and communication between schools and enterprises and improve the enthusiasm of enterprises to work with the schools so as to promote the quality of students’ on-job training.
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    The Tasks of School: A Phenomenological Approach
    Malte Brinkmann
    2020, 38 (1):  60-72.  doi: 10.16382/j.cnki.1000-5560.2020.01.006
    Abstract ( 208 )   HTML ( 146 )   PDF (722KB) ( 363 )   Save
    The article considers the school as a special institutionalized place with a special logic of action related to teaching and learning. The task of the school is not limited to the reproduction of social functions and socialization, or in the transformation of social issues and problems in educational field. Rather, the self-logic of pedagogical action in the school is itself productive in an active relationship to other social fields and practices. From an institution-theoretical perspective, first of all, Hegel defines the school as a place in which an independently institutionalized and artificially organized educational practice takes place. At school, there is a special pedagogical logic of action that differs from other social spheres, institutions and practices. Secondly, from the perspective of the theory of education and Bildung, this practice, is described by Martinus Langeveldas artificial and artistic didactic action, in which extrinsic pedagogical questions and problems are transformed into a timely, spatial and social pedagogical order. Thirdly, according to Eugen Fink, school practice is viewed from a social theoretical perspective and determined as mutual consultations under the conditions of a powerful and conflict-oriented, pluralistic (post) democracy.
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    Analysis on the Implementation of Performance-based Pay System in High Schools: Based on the Investigation of 13 Provinces in Eastern, Central and Western China
    Ning Bentao
    2020, 38 (1):  73-84.  doi: 10.16382/j.cnki.1000-5560.2020.01.007
    Abstract ( 247 )   HTML ( 205 )   PDF (1116KB) ( 251 )   Save
    This paper, based on the investigation of teachers from four different levels of schooling in 13 provinces in eastern, central and western China, examines the status quo, dilemma and improvement of the implementation of performance-based pay policy in high schools by using research methods including questionnaire survey, interview and text analysis. The findings show that performance-based pay system in high schools is not functioning well for lack of incentives. In particular, such a system fails to effectively guarantee a satisfactory pay for high-quality teachers, resulting in the loss of those teachers. This paper further analyzes the causes of the above problems from the aspects of the total level of performance-based pay, the setting of evaluation indicators, and the single economic incentive of performance-based pay. Therefore, it is essential to improve the performance salary system in high schools, like increasing the total performance-based pay and establishing a mechanism of pay rise. Also, the effect of economic incentive should be enhanced, and it’s necessary to implement the reform of the performance-based pay system. Combined with the application of students’ comprehensive quality evaluation, efforts should be made to enhance the scientific and fair teacher performance appraisal.
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    The Evolution of Internal Governance Models for Western Universities: From Collegial Governance to Entrepreneurial Governance
    Zhu Jian
    2020, 38 (1):  85-96.  doi: 10.16382/j.cnki.1000-5560.2020.01.008
    Abstract ( 235 )   HTML ( 124 )   PDF (772KB) ( 309 )   Save
    The internal governance model (IGM) is one of the key issues for university governance. Against the background of emphasizing the improvement of internal university governance for contemporary Chinese universities, this paper systematically reviews the evolution of IGMs for western universities. Generally, there are four governance models that have emerged chronologically, and they are collegial governance, bureaucratic governance, managerial governance and entrepreneurial governance. The four IGMs have to some extent reflected on the four different kinds of context where western universities operate. The four chronological models have not been replaced by each other; rather, they have coexisted for a period of time. The evolution of IGMs for western universities has characterized the following two trends. Firstly, academic power has been ensured to some extent. Secondly, the execution of administrative power has been increasingly professional. Undoubtedly, the reform of IGMs for western universities is still ongoing. Network governance is therefore regarded as a possible solution to the weaknesses of the existing four IGMs theoretically; however, it deserves more practical examination. The evolution of IGMs for western universities could offer some solutions for the governance reform of China’s higher education institutions.
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    Report on the Development of Preschool Education in Western China
    China Development Research Foundation null
    2020, 38 (1):  97-126.  doi: 10.16382/j.cnki.1000-5560.2020.01.009
    Abstract ( 329 )   HTML ( 116 )   PDF (1471KB) ( 224 )   Save
    In recent years, preschool education in China has made remarkable progress. However, the gaps among different regions are still wide, and many children still lack access to preschools in the rural areas of western China. The CPC Central Committee and the State Council attached great importance to preschool education and develops several important guidelines and measures. During the implementation of Preschool Education Three-Year Action Plan, the provincial authorities in western China have explored and enacted local policies based on the local situation. At the same time, many social organizations also made a lot of useful explorations in rural preschool education development. All the measures have effectively promoted the popularization and quality of preschool education. This report summarizes the current situation and the challenges of preschool education in western China. By sorting out the policies and measures of the CPC Central Committee and the State Council, local authorities, and some social organizations as well, this report proposes policy recommendations. This report consists of five parts: (1) the significance of the development of preschool education in western China; (2) the achievements and challenges of preschool education development in western China; (3) the formulation and implementation of preschool education policies and measures; (4) international experience and several projects for preschool education in the rural areas of western China; (5) the policy recommendations for the development of preschool education in western China.
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