Changes in general education

In recent years the tendency in schools of general education has been towards a broadening of academic education (defined by Soviet educationists as the study of systematic courses in basic scientific principles) by lowering the age at which pupils complete their elementary education and transferring specialized (or vocational) subjects from the general education school to the systems of specialized educational establishments. This trend has led to an increase in the duration of compulsory general education to 8–10 years, to a closer similarity of education in junior and senior secondary schools, and to a fuller reflection in education of the latest developments in science, technology and culture. Director of the Academy's Institute of General and Polytechnic Education and President of the Pedagogical Society of the R.S.F.S.R.     

教育流层结构与社会阶层结构的对应关系

通过对社会分层及教育分流的分析,可以找到二者之间的对应关系,即大专以上教育程度者主要流入社会上层和中上层;初中、小学文化程度者主要流入社会下层或中下层;高中(含中专、技校、职高)教育程度者主要流入中层或中下层.这表明,个体在分流中必须接受一定的教育才能流入理想的社会阶层,要形成庞大的社会中间阶层,必须大力发展中等教育,尤其是中等职业教育.     

普通中学生的家庭教养方式及其与职高生的异同

采用修订的《家庭教养方式调查表》测查了470名普通中学生的家庭教养方式,并探讨了其中247名普通高中生家庭教养方式与321名职高生家庭教养方式的异同。结果显示,由24道题组成的调查表具有较好的一致性和效度;普通高中生父母对子女的要求程度和关心程度都显著低于初中生,父母对子女的要求程度显著高于其关心程度;尽管母亲对中学男女生的教养方式没有明显差异,父亲对男生尤其是高中男生的要求程度、对女生尤其是初中女生的关心程度都明显高一些;结合两个维度对中学生家庭教养方式进行诊断之后发现,采取放任型教养方式的父母的文化程度偏低,而权威型和溺爱型的父母文化程度则较高。应用该调查表对职业高中生的测查发现了类似的规律,但职高生父母对子女的关心程度明显高于其要求程度,这与普高生父母的做法刚好相反;尽管他们采用权威型教养方式的比例差别不大,但有更多的职高生父母采取了放任型和溺爱型的教养方式,采取专制型教养方式的职高生父母相对更少。     

Diverging paths in upper secondary education: competence attainment among students with special educational needs

The main objective of specially adapted teaching in upper secondary education in Norway is to help students attain vocational or academic competence. However, a contested issue is whether it is conducive to place students with special educational needs in regular or special classes. Another question is whether boys and girls benefit to the same degree from placement in a specific type of class. The analyses presented in this article are based on data from a longitudinal study of nearly 500 adolescents with special educational needs who have been followed prospectively over 6 years. The results demonstrate that students receiving special support in regular classes obtain vocational or academic qualifications to a greater degree than students in special classes. In particular, girls benefit from placement in regular classes. This pattern does not change when the analyses control for relevant variables that are known to affect competence attainment, e.g. the students’ functional level registered at the start of upper secondary school.     

Botswana secondary students' perceptions of the education/employment nexus

This paper arises from a study of final-year Botswanan junior and senior secondary school students' perceptions of the education/employment nexus through the generation of peer reference groups and the soliciting of career aspirations and income expectations. It was found that students generally had accurate perceptions of post-school prospects. There was an overwhelming desire at both levels to pursue tertiary education and training and enter secure professions which it is argued relates to the awareness of the generally unattractive economic consequences of direct entry into the work force, particularly for girls and junior secondary school leavers. The study is discussed in the context of current ‘world of work’-oriented educational reforms and gender differences are highlighted.     

The market phenomenon in Taiwanese junior high level education: behind the battles between streaming and mixed-ability grouping

In this article, the author explores the market phenomenon revealed in the practice of a mixed-ability grouping policy in Taiwan, and traces the influence of the wider educational contexts on the formation of the market phenomenon. Although there have been no major policies introduced with the intention of creating a market mechanism in Taiwanese education, the author found that the practice of the mixed-ability grouping policy in junior high level education has been shadowed by a self-initiated market mechanism. Junior high school educators perceive that parents value a high entry rate to the highest ranking academic high schools, and junior high schools develop strategies to boost pupils' academic performance and to attract future pupils. Under such circumstances, junior high level schooling and students are commodified on the basis of a single value – academic performance. The author argues that wider educational contexts, including the senior high school entry examination, and control over the provision of senior high level education, shape the market phenomenon in Taiwanese junior high level education.     

导向与回报：泰国高中职业教育状况研究

当今世界许多国家在高中阶段即开始了普通教育和职业教育的分流,普通高中和职业高中究竟谁更具相对优势?通过对泰国高中职业的波比(probit)研究发现,在促进经济发展中,中等职业教育起着非常重要的作用;普通高中教育考虑到经济发展对于生产力的需求而进行适当就业指导将会赢得更多的利益回报。     

The contradictory location of high school apprenticeship in Canada

Recent education policies focus on making youth pathways more transparent while addressing skills shortage. However, there appears to be ambivalence about the target audience for ‘new vocational’ programmes in secondary schools and how they should be organized. This paper begins from the observation that Canadian policy‐makers, like those in other countries, have shown increasing interest in bringing vocational and academic tracks into closer alignment. However, drawing on empirical data from a number of case studies of high school apprenticeship, we argue that persistent tensions in educational policy and practice can be explained by the legacy of the historical development of high school vocational education, the ambivalent position of vocational education in the ‘knowledge‐based economy’ and the competing interests of different partners. We conclude that greater awareness of the distributional issues that underlie vocational education policies is needed.     

合理的教育分流:招生考试体制改革的必然选择

初中教育及高中教育分流,这是教育发展过程中的基本规律。"九年义务教育"后学生向高中、中等专业学校及中等技术学校分流;高中教育毕业生向重点大学、一般本科大学及高等职业学院分流,不但可以较好地调配劳动力结构、配置教育资源,而且有利于高等教育结构分层。因此,合理的教育分流,是中国招生考试体制改革的必然选择。     

Ongoing inequality in a 'knowledge economy': Perceptions and actions

The concept of the 'knowledge economy' is increasingly used to underpin education policy in developed countries. In Australia, it has been applied to post-compulsory education policy, with efforts to increase retention in senior secondary education and reform of vocational education in the senior years. The article draws on two research projects with senior secondary schools. Many students (and their teachers and parents) perceived qualifications not so much as providing the knowledge considered necessary by government policy for the contemporary economy, but rather as a 'screen' used by employers to sort and select. Knowledge of opportunity structures and access to resources, while not only defined by social class, operated to create differential access to available choices in the educational market place. Despite ongoing inequality, the article argues that the hope many students expressed in relation to education can be fulfilled in practice.     

中专衔接大专高职护理专业学生班主任管理初探

对于报读中专衔接大专的学生,通常是在中专阶段读书成绩较好,家庭经济情况能继续支持学生进一步提升,学生对自己学业要求和职业发展规划是有进一步提升要求的这一部分学生,对学历的提升是最为迫切的要求,对专业从中专所读专业衔接到大专相关专业的兴趣性不高。如何提高学生对相关专业的兴趣性,从而为就业提升自己专业相关领域的综合能力,对于护理临床型班主任的管理工作有着非常重要的意义。文章通过分析高职院校高考后进入学院第一专业学习的学生和中专衔接大专相关专业学生的不同点来进行粗略的探讨。     

An education policy paradigm that fails upper secondary school pupils

In this article, we illustrate the creation of the education policy paradigm that constitutes the framework of vocational education and training (VET) programmes, and analyse local school representatives’ perception of VET in upper secondary schools in Sweden. The education policy paradigm, established through three periods of reform during the twentieth century, undervalues VET as being less worthy than general/academic education. This paradigm generates the rhetoric used by interviewed school representatives that encourages school pupils to choose the ‘right’ (academic) programmes in order to foster a specific citizenship competence, even if this competence is not fully compatible with labour market demands. Young people who cannot, or will not, attain the ‘right’ education, and thus the advocated citizenship competence, lose out in a school system where general/academic education and higher education preparatory programmes are consistently prioritised over VET. An educational system that advocates discrimination and suspicion of VET limits career options and restricts entry into the labour market, as well as risk stigmatising pupils undertaking VET; this paradigm is neither justified nor democratic.     

Evolution Education in Papua New Guinea: trainee teachers’ views

Educated Papua New Guineans’ conceptual ecologies need to accommodate competing and conflicting traditional ethnoscientific, Western religious and modern scientific paradigms. Papua New Guinea is a constitutionally self-declared ‘Christian country’ and evolution is a controversial issue. The upper secondary school biology syllabus contains a terminating unit on evolution but the curriculum is of expatriate design and the rapid localisation of senior educational positions makes the views of indigenous teaching personnel a high research priority, particularly in the light of the current upgrading of secondary teacher training to degree level. This paper presents data arising from a study of trainee primary and secondary science teachers’ views towards evolution education. Primary science trainees were found to exhibit a poor awareness of the centrality of evolution to modern biology. For secondary science trainees, it was found that exposure to upper secondary school biology, in spite of adding little to students’ knowledge about evolution, was associated with their increasingly positive attitudes towards evolution education, as was the dual acceptance of evolution and religious belief.     

‘If they can say it they can write it’: Inclusive pedagogies for senior secondary physical education

Pedagogical practices are fundamental to teachers' work, and in the spaces of schooling impact significantly on students' success and achievement (Evans, J. 1986. Physical Education, Sport and Schooling: Studies in the Sociology of Physical Education. London: Falmer Press.). This is especially the case for students from disadvantaged backgrounds who are deeply reliant on schooling for their educational resources. This article explores the interrelationships between pedagogical practices, the physical education curriculum at the senior secondary level and learning by both students and a teacher in a school located in an area of socio-economic disadvantage. Action research investigating a pedagogical redesign of a unit of ‘Skill Acquisition’ is the specific focus. Of key interest are pedagogical practices that incorporated opportunities to learn ‘about’ Skill Acquisition ‘through’ and ‘in’ movement. These practices attempted to develop and apply scientific literacies specific to the human movement sciences, which are important for academic success in senior secondary physical education. Findings reveal high student engagement, increasing utilisation of scientific literacies and application of new learning to life-world situations. We argue that pedagogical practices that integrate learning ‘about’ ‘through’ and ‘in’ movement disrupt default modes of teaching theoretical concepts in physical education, which diminish opportunities for academic success amongst students from low-socio-economic backgrounds.     

综合高中办学模式探讨

综合高中办学模式的选择主要受到经济社会的发展水平、国家的中等教育政策、社会化观念、教育资源四方面因素的影响。当前，我国综合高中办学模式主要有普通高中举办综合高中模式，职业学校举办综合高中模式，普通高中与职业学校联办综合高中模式，普通高中、职业学校与高等院校联办综合高中模式以及独立设置综合高中模式等。     

The Nottingham School Board's experiments in vocational education

Summary

By 1903 the Nottingham School Board had established a complete system of education from the nursery stage to matriculation and advanced commercial and technical work. In particular there was a system of multi-lateral secondary schools, open without fee to those who passed a qualifying examination. The opportunity was there for the academically minded to obtain University entrance, while good commercial, scientific and technical qualifications could be taken by those whose bent was different. For all senior children practical work in domestic science or craft was done and facilities for practical science were being improved. A graduated system of evening schools offered classes at many levels, and much active experiment was in progress to discover the best use of evening class amenities. A resolute attempt was being made to cope with the problem of the child who left school at the minimum age. All this was done in the face of apathy, or even downright obstruction on the part of the Education Department.

Of course there was much to be done before the work in any direction could be considered complete, but an excellent foundation had been laid for further advances. In Nottingham, at any rate, the School Board had produced a scheme of education in which general academic work and vocational and technical studies were nicely balanced. Unfortunately the work of the next few years was to be controlled by the Education Department—the Board of Education as it had now become—whose view of technical work may perhaps fairly be summed up by the reply to a request from the Nottingham School Board that grant be paid for an evening commercial class: ‘My Lords cannot accept typewriting under Article 2 or Article 3 of the Evening Continuation School Code as they do not consider that, however practically useful, it has a substantial educational value. It is a mechanical exercise’.     

战后日本普通中等教育阶段职业预备教育的发展历程

在普通中等教育阶段,渗透职业教育因素,培养学生形成良好的职业技术素养和职业能力,不仅是基础教育推行新一轮课程改革的重要内容,也是"大职业教育观"应有之义.本文通过对日本战后在初高中教育阶段实施职业预备教育的实践探索过程的梳理和分析,探讨在普通初高中教育阶段实施职业预备教育和职业指导的内在规律,为我国在基础教育阶段开展劳动技术教育和生涯教育提供参考.     

收益分配公平目标下的教育结构调整

以社会经济地位指数(SEI)作为衡量收益分配是否公平的一个替代性指标,利用课题组的调查数据将不同类型教育形式对收益分配的影响进行实证分析的结果表明,我国社会成员收益的两极分化情况较为严重。解决这一问题需要调整我国现行的教育结构,即完善就业前培训制度,实行普通高中后职业教育;加强专科层次的职业教育;大力发展本科层次的职业教育,试点更高层次的职业教育。     

中等职业教育:农民工随迁子女初中后教育的重要路径

农民工随迁子女初中后教育是当前社会关注的焦点问题之一。作为初中后教育的重要承载体,中等职业教育对农民工随迁子女接受初中后教育具有重要的现实价值。由于财政投入、职业教育模式、社会观念上存在的不足和偏差,致使中等职业教育尚未成为农民工随迁子女初中后教育的积极选择。因此,明确财政投入主体及其责任、改革职业教育模式、转变社会观念是促进中等职业教育的着力之举,它将成为农民工随迁子女初中后教育的重要路径。     

Transitions to post-secondary and tertiary education in the Netherlands: a trend analysis of unconditional and conditional socio-economic background effects

In the tracked educational system of the Netherlands, students at the end of secondary education have to decide whether they want to enter subsequent post-secondary or tertiary education. Depending on the previous qualification, they have the choice between up to four different options, including not entering further education. We propose, in line with prevalent theoretical approaches, that children from lower socio-economic backgrounds tend to make decisions that do not fully capitalize on their previously obtained qualifications. By means of multinomial logistic regression models we tested the unconditional and conditional effects of family background for entering the different tracks of post-secondary education. In the unconditional analyses we found effects for parental education on making a transition to all types of post-secondary and tertiary education, but the occupational status of the father seems to be only relevant for the transition to lower tier tertiary education. The conditional effects of parental education for making the transition to senior vocational education and university are strong, while the transition to lower tertiary education is not influenced by parental background characteristics. This shows that even with eligibility for the most prestigious tracks, children from lower socio-economic backgrounds tend to make less ambitious educational decisions. We also examined to what extent this inequality changed across time for the cohorts that terminated secondary education between 1932 and 1995. Decreasing effects of parental education indicate that the expansion of secondary education had the positive effect of leading more children from lower social backgrounds into favourable secondary education tracks, especially the intermediate general track. This equalization is carried forward through the entire sequence of educational transitions. The students from advantaged backgrounds nevertheless still profit from the parental resources in access to the most prestigious tertiary education institutions given secondary qualifications. Their head start into the academic track has not been reduced across cohorts.