Assessing the Quality of Upper-secondary Vocational Education and Training: Evidence from China
An increasing number of policymakers in developing countries have made the mass expansion of upper-secondary vocational education and training (VET) a top priority. The goal of this study is to examine whether VET fulfills the objectove of building skills and abilities along multiple dimensions and further identify which school-level factors help vocational students build these skills and abilities. To fulfill this goal, we analyzed representative, longitudinal data that we collected on more than 12,000 students from 118 schools in once province of central China. First, descriptive analysis shows approximately 90% of VET students do not make any gains in vocational or general skills. In addition, negative behaviors (misbehavior in the classroom, anti-social behavior, and other risky behaviors) are highly prevalent among VET students. A nontrivial proportion of student internships also fail to meet minimum government requirements for student safety and well-being. Perhaps as a result of these outcomes, more than 60% of students express dissatisfaction with their VET programs, as evidenced by eitehr self-reports or dropping out. Finally, using a multi-level model, we find that school inputs (such as school size, teacher qualifications, and per pupil expenditure) are not correlated with vocational and general skill at the end of the school year, or student dropout in the academic year.
The article dwells on the organization and activities of the Soviet advisors group, which assisted to the South China government of Sun Yatsen, its participation in financing Kuomintang political and military projects. The author pointed out that the main aim of the advisors group efforts was to form new Kuomintang power institutions and to bring its policy and army under control, for all that the tactics of implementation of strategy aim were constantly changing.
The article is devoted to a new type of educational programs that are formed at the intersection of higher and secondary education. Education as an institute is seen as an instrument of social stratification of society. The authors analyze the major developments of education as an institute, for instance differentiation between of academic and vocational educational programs and the creation of programs of production a “Homo habilis” — a skilled performer. Changes in the vocational education system are considered in the light of the introduction of the new educational standards FSES 2011 (Federal State Educational Standards).
Modern capitalism favors values that undermine our face-to-face bonds with friends and family members. Focusing on the post-communist world, and comparing it to more 'developed' societies, this book reveals the mixed effects of capitalist culture on interpersonal relationships. While most observers blame the egoism and asocial behavior found in new free-market societies on their communist pasts, this work shows how relationships are also threatened by the profit orientations and personal ambition unleashed by economic development. Successful people in societies as diverse as China, Russia, and Eastern Germany adjust to the market economy at a social cost, relaxing their morals in order to obtain success and succumbing to increased material temptations to exploit relationships for their own financial and professional gain. The capitalist personality is internally troubled as a result of this "sellout," but these qualms subside as it devalues intimate qualitative bonds with others. This book also shows that post-communists are similarly individualized as people living in Western societies. Capitalism may indeed favor values of independence, creativity, and self-expressiveness, but it also rewards self-centeredness, consumerism, and the stripping down of morality. As is the case in the West, capitalist culture fosters an internally conflicted and self-centered personality in post-communist societies.
Five papers analyze the bidirectional relationship between poverty and migration in developing countries. Papers discuss the patterns of migration in Tanzania (Kathleen Beegle, Joachim De Weerdt, and Stefan Dercon); work-related migration and poverty reduction in Nepal (Michael Lokshin, Mikhail Bontch-Osmolovski, and Elena Glinskaya); the evolution of Albanian migration and its role in poverty reduction (Carlo Azzarri, Gero Carletto, Benjamin Davis, and Alberto Zezza); migration choices, inequality of opportunities, and poverty reduction in Nicaragua (Edmundo Murrugarra and Catalina Herrera); and how developing country governments can facilitate international migration for poverty reduction (John Gibson and David McKenzie). Murrugarra is Senior Economist in the Latin America and Caribbean Region at the World Bank. Larrison is a PhD candidate and Assistant Teacher in the Trachtenberg School of Public Policy and Public Administration at George Washington University. Sasin is Economist in the Poverty Reduction and Economic Management Department at the World Bank. Index.