"就业是民生之本、稳定之基、发展之要."改革开放以来,中职教育为我国经济社会发展提供了有力的人才和智力支撑,一定程度上改善了我国的劳动力结构.根据教育部统计数据,2021年我国有中职学校7294所、招生488.99万、在校生1311.81万、毕业生375.37万.中职毕业生就业率连续10年保持在96％以上,全国2亿多技能劳动者,高级工4700万、技师1000万、高级技师300万,相当一部分接受过中职学历教育或中职培训.随着我国进入新的发展阶段,产业升级和经济结构调整不断加快,各行各业对技术技能型人才的需求越来越紧迫,中职教育的基础性地位越来越凸显.

In response to the COVID-19 epidemic, many education systems have relied on distance learning and educational technologies to an unprecedented degree. However, rigorous empirical research on the impacts on learning under these conditions is still scarce. We present the first large-scale, quantitative evidence detailing how school closures affected education in China. The data set includes households and teachers of 4,360 rural and urban primary school students. We find that although the majority of students engaged in distance education, many households encountered difficulties including barriers to learning (such as access to appropriate digital devices and study spaces), curricular delays, and costs to parents equivalent to between 3.5 and 6 months of income. We also find significant disparities across rural and urban households.

党的二十大将高质量发展确立为全面建设社会主义现代化国家的首要任务.二十大后,《关于深化现代职业教育体系建设改革的意见》作为党中央、国务院部署教育改革工作的首个指导性文件,把推动现代职业教育高质量发展摆在了更加突出的位置.党的十八大以来,中国职业教育质量提升成绩斐然,职业教育质量评估政策作为以质量为核心的正式的、权威性的制度体系发挥了重要作用.继往开来,有必要对党的十八大以来职业教育质量评估政策进行系统梳理和深刻理解.为此,本文以69份相关政策为研究对象,通过提取政策主题词,采取社会网络、聚类、多维尺度等方法,对政策重点和特点进行分析.研究发现,职业教育质量评估政策已经形成包括职业教育质量评估主体、评估方法、评估内容、评估保障等方面的完整内容体系,并呈现出政策价值由服务经济发展到建设教育强国、政策主体由单一到多元、政策结构由离散到聚合、政策内容由一般到具体等演进特征,显示出我国职业教育高质量发展的坚实步伐.面向未来,职业教育质量评估政策还应在完善政策设计、优化政策结构、加强政策督导等方面持续推进.

Whether faculty research affects college student learning has long been the subject of debate. Previous studies use subjective measures of student learning; focus on correlation rather than causation; and typically focus on one college, thus lacking generalizability. Using unique, large-scale survey and assessment data that we collected from nationally representative samples of STEM undergraduates in China, India, and Russia, as well as a causal identification strategy that accounts for differential sorting of students to faculty, we present generalizable estimates of the effect of faculty research on objective, standardized measures of student learning. Results show that faculty research has a negative effect on student learning, suggesting direct trade-offs between the university’s dual mission of producing research and learning.

在教育匹配视角下,从工作收入、职业发展、工作稳定性和工作满意度四个方面构建劳动者就业质量指标体系;基于2018年中国家庭追踪调查(CFPS)数据,使用倾向得分匹配(PSM)方法实证检验教育匹配的就业质量效应,并分样本估计不同类型劳动者的组群差异.结果表明,教育匹配显著提升劳动者的就业质量,且使用P SM方法进行检验后,这一结论依然成立;教育匹配对劳动者的工作收入、职业发展、工作稳定性和工作满意度都有很强的影响力.异质性分析结果显示,高学历、男性劳动者教育匹配对就业质量的影响显著高于低学历、女性劳动者,且教育匹配对就业质量的提升效应主要来自年轻劳动者;教育匹配对不同地区和城乡劳动者就业质量的促进作用并没有显著差异.研究结论对于提高教育质量、完善人才培养模式、实现人尽其才的劳动力就业市场环境具有重要的政策启示意义.

Despite major advancements in China’s K-12 educational outcomes over the past several decades, large regional inequities in academic achievement still exist, a proximal cause of which are gaps in teaching quality. Although conventional approaches to improving teaching quality for disadvantaged populations have overall been unsuccessful in China (i.e., student relocation to better-resourced urban schools, attracting high-quality teachers to low-resource rural schools, and rural teacher training), technology-assisted instruction may play a role in bridging these gaps. This paper explores why conventional approaches to improving teaching have not been effective in rural China and then describes the potential applications of technology-assisted instruction based on the small but growing body of empirical literature evaluating such interventions in other low- and middle-income countries. The paper concludes that while other (non-tech) interventions have thus far been ineffective at raising teaching quality, China may be uniquely positioned to harness technology-assisted instruction due to a favorable ecosystem for the scaling of EdTech in rural areas, though much more experimental research is necessary to assess which approaches and technologies are most cost-effective and how to best scale them.

Whether attending secondary vocational schools can bring satisfactory educational returns has been a focal issue for students and parents when making educational choices, and an important reference for national education reform and innovation.The article uses CGSS 2013, 2015 and 2017 micro-survey data to empirically analyze the job market returns to secondary vocational education and its internal mechanisms in different contexts from the perspective of employment quality. The results show that workers with secondary vocational education have higher employment quality returns compared to workers with junior high school education; under the same education level, workers with secondary vocational education also have certain employment quality advantages compared to workers with general high school education; workers with secondary vocational education further improve their employment quality relative to workers with junior high school education through mediating channels such as learning input, cognitive ability and information acquisition; in different periods, workers with secondary in different periods, the employment quality of workers with secondary education has obvious advantages over workers with junior high school education, and the employment quality of workers with secondary education shows an inverted U-shaped characteristic of increasing first and then decreasing with the graduation year. Based on this, in order to respond to the issue of the development value of secondary education, policy suggestions are made from the perspective of implementing the Vocational Education Law.

Universities contribute to economic growth and national competitiveness by equipping students with higher-order thinking and academic skills. Despite large investments in university science, technology, engineering and mathematics (STEM) education, little is known about how the skills of STEM undergraduates compare across countries and by institutional selectivity. Here, we provide direct evidence on these issues by collecting and analysing longitudinal data on tens of thousands of computer science and electrical engineering students in China, India, Russia and the United States. We find stark differences in skill levels and gains among countries and by institutional selectivity. Compared with the United States, students in China, India and Russia do not gain critical thinking skills over four years. Furthermore, while students in India and Russia gain academic skills during the first two years, students in China do not. These gaps in skill levels and gains provide insights into the global competitiveness of STEM university students across nations and institutional types.

The demand for large-scale assessments in higher education, especially at an international scale, is growing. A major challenge of conducting these assessments, however, is that they require understanding and balancing the interests of multiple stakeholders (government officials, university administrators, and students) and also overcoming potential unwillingness of these stakeholders to participate. In this paper, we take the experience of the Study of Undergraduate Performance (SUPER) in conducting a large-scale international assessment as a case study. We discuss ways in which we mitigated perceived risks, built trust, and provided incentives to ensure the successful engagement of stakeholders during the study's implementation.

卓越教师培养是教师教育综合改革的重要举措.自教育部卓越教师培养计划实施以来,河南大学持续探索形成了"一体四式"卓越中学教师培养模式.其中"一体"指"本硕一体",按照整体设计、分段考核、连续培养的思路,实行"3+1+2"分段模式;"四式"指基于卓越教师培养的目标定位卓越化、资源平台联盟化、专业架构多科化、培养过程精细化,实行德业双修、理实结合、多科交融、教研相长的实践方式.该模式创建了由教育学专业统领的质量管理组织体系,开展了整体统筹和多路径指向的实践活动,有效解决了卓越教师培养中的一系列问题,取得了积极的实践效果,对于深入推进卓越教师培养计划和高质量构建现代教师教育体系具有有益的参考价值.

Grape (Vitis vinifera) is among the world’s most important fruit crops and is a commonly used woody plant for genomics and post-genomics research. NAC transcription factors play central roles in plant growth and development, floral organ morphogenesis, and responses to biological stress. It is therefore important to identify key transcription factors from grape and clarify their mechanisms of action to generate genetic resources for grape molecular improvement. Our research group previously cloned a NAC transcription factor from V. vinifera ‘Yatomi Rosa’ [drought and leaf roll gene 1 (DRL1)] and demonstrated that it caused dwarfing of tobacco (Nicotiana benthamiana) plants when overexpressed. In the present work, we demonstrate that overexpression of DRL1 in transgenic tobacco delays flowering time and markedly reduces pollen viability. Furthermore, crosses between male DRL1 transgenic tobacco and female wild-type tobacco exhibit substantially lower fruit set, fruit and seed weights, fruit and seed shape indices, and seed germination rates than selfed wild-type plants or crosses with a transgenic female parent. DLR1 overexpression strongly influences flowering time and reproduction in transgenic tobacco, primarily through its effects on pollen development. These results provide a foundation for further functional characterization of DLR1 in grape.

We examine the effects of computer-based versus paper-based assessment of critical thinking skills, adapted from English (in the U.S.) to Chinese. Using data collected based on a random assignment between the two modes in multiple Chinese colleges, we investigate mode effects from multiple perspectives: mean scores, measurement precision, item functioning (i.e. item difficulty and discrimination), response behavior (i.e. test completion and item omission), and user perceptions. Our findings shed light on assessment and item properties that could be the sources of mode effects. At the test level, we find that the computer-based test is more difficult and more speeded than the paper-based test. We speculate that these differences are attributable to the test's structure, its high demands on reading, and test-taking flexibility afforded under the paper testing mode. Item-level evaluation allows us to identify item characteristics that are prone to mode effects, including targeted cognitive skill, response type, and the amount of adaptation between modes. Implications for test design are discussed, and actionable design suggestions are offered with the goal of minimizing mode effect.

Introduction Inadequate care during early childhood can lead to long-term deficits in skills. Parenting programmes that encourage investment in young children are a promising tool for improving early development outcomes and long-term opportunities in low-income and middle-income regions, such as rural China. Methods We conducted a systematic review and a meta-analysis to investigate the prevalence of early developmental delays and stimulating parenting practices as well as the effect of parental training programmes on child development outcomes in rural China. We obtained data in English from EconPapers, PubMed, PsycARTICLES, Cochrane Library, Web of Science and Scopus (Elsevier) and in Chinese from China National Knowledge Infrastructure, Wanfang Data and VIP Information. We conducted frequentist meta-analyses of aggregate data and estimated random-effects meta-regressions. Certainty of evidence was rated according to the Grading of Recommendations Assessment, Development and Evaluation approach. Results We identified 19 observational studies on the prevalence of developmental delays and stimulating parenting practices for children under 5 years of age (n=19 762) and ten studies on the impact of parental training programmes on early child development (n=13 766). Children’s risk of cognitive, language and social-emotional delays in the rural study sites (covering 14 provinces mostly in Central and Western China) was 45%, 46%, and 36%, respectively. Parental training programmes had a positive impact on child cognition, language and social-emotional development. Conclusion There is evidence to suggest that early developmental delay and the absence of stimulating parenting practices (ie, reading, storytelling and singing with children) may be prevalent across rural, low-income and middle-income regions in Central and Western China. Results support the effectiveness of parental training programmes to improve early development by encouraging parental engagement. Trial registration number This study was registered with PROSPERO (CRD42020218852).

Policymakers in developing countries have prioritized the mass expansion of vocational education and training (VET). This study examines whether the quality of VET in developing countries increases by investing greater resources per student. To achieve this goal, we examine the impacts of attending model schools (which have far more resources per student) on a range of student cognitive, non‐cognitive, and behavioral outcomes. Using representative data from a survey of approximately 12,000 VET students from China, multivariate regression and propensity score matching analyses show that attending model vocational high schools do not benefit student outcomes, despite their substantially greater resources.

与中国教育学会及其教育学分会的成立成长相随,河南省教育学会教育学专业委员会也迈入了“不惑之年”.在40年发展历程中,河南省教育学专委会大致经历了初创勃兴、开枝散叶、规模扩容和跨越发展四个阶段.回望过去,专委会始终致力于建立组织联盟,凝聚学术力量;鞭策学术研究,推动学科建设;搭建学术平台,促进学术交流;联通全国学会,引领发展方向;关注学术前沿,开展政策咨询;面向教育实践,服务区域发展.也始终能够坚持办会方向,贯通思想性与学术性;明确学会定位,兼顾基础性与前沿性;创新办会模式,协调松散性与规范性;坚持会员为本,激发积极性与聚合性;保证办会品质,追求实效性与高效性.展望未来,面对可能更加艰巨的历史使命,专委会将在发扬优良传统的基础上,在传承正风正气、内生组织合力、突出实践关怀、推动协作研究等方面作出进一步的积极探索.

顶岗实习是目前我国中等职业教育的重要环节.顶岗实习对中职学生的发展是否真的产生了积极影响还需要进行数据论证.本研究运用多元回归、倾向性得分匹配和二元logit回归分析方法,对中部地区7个地市中职学校的12081名学生进行追踪调查发现,顶岗实习对中职学生在基础知识学习、专业技能提升、优良品质养成、不良行为控制、就业质量改善等方面的促进作用尚没有充分发挥;同时,作追因分析发现,顶岗实习在实施环节存在着多处违规现象.因此,要实现顶岗实习的育人价值,需要对顶岗实习制度进行综合治理.

收入偏低是次要劳动力市场劳动者普遍面临的问题,中职学生毕业后主要流向次要劳动力市场,这是中职教育选择意愿较低、流失率较高的重要原因.但事实上,次要劳动力市场的劳动收入也有明显差异,人力资本存量与次要劳动力市场劳动收入之间潜存着关联性.依据人力资本理论,运用在2万名随机样本中抽取的345名中职学生从学业到就业的五次追踪调查数据(2013—2018年),考察了中职学生的人力资本在次要劳动力市场的经济回报,并探讨了人力资本与家庭资本的交互项对次要劳动力市场劳动收入的影响.结果发现:在次要劳动力市场,人力资本中的认知能力和非认知能力均能显著提高劳动收入;同时,家庭资本与人力资本的交互项表明二者具有互补关系,寒门学子可以通过提升人力资本弥补家庭资本之不足,进而提高劳动收入.

AbstractStudies suggest that students’ prior performance can shape subsequent teacher evaluations, but the magnitude of reputational effects and their implications for educational inequality remain unclear. Existing scholarship presents two major perspectives that exist in tension: do teachers primarily use reputational information as a temporary signal that is subsequently updated in response to actual student performance? Or do teachers primarily use reputational information as a filter that biases perception of subsequent evidence, thus crystallizing student reputations and keeping previously poor-performing students stuck in place? In a field experiment, we recruited a random sample of 832 junior high school teachers from the second-most populous province of China to grade a sequence of four essays written by the same student, and we randomly assign both the academic reputation of the student and the quality of the essays produced. We find that (1) reputational information influences how teachers grade, (2) teachers rely on negative information more heavily than positive information, and (3) negative reputations are crystallized by a single behavioral confirmation. These results suggest that students can escape their prior reputations, but to do so, they must contradict them immediately, with a single confirmation sufficient to crystallize a negative reputation.