Dr Yao Zhao of Shenzhen Polytechnic University and Dr Leping Mou of the University of Glasgow will present on their joint research in this joint CRADALL/GLACIER seminar.

Abstract

Globally, Technical and Vocational Education and Training (TVET) institutions play a vital role in developing skilled workers to support economic growth. However, their roles and positioning vary significantly across countries. For example, Taiwan follows a dual system of TVET and comprehensive higher education (Mou et al., 2018), while in mainland China, TVET institutions have historically occupied a lower tier in the education hierarchy. Until recently, these institutions primarily offered senior secondary or two-to-three-year college programs, often perceived as less prestigious alternatives.

The expansion of higher education and policy shifts on TVET in China have further marginalized TVET institutions, diminishing their appeal as first-choice options in the 1980s and early 1990s and limiting graduates' opportunities labour market opportunities compared to bachelor's degree holders (Hao et al., 2024). In response to economic demands and the need for educational diversification, China has initiated reforms directing approximately half of the student population toward TVET pathways. By 2024, over 100 TVET institutions are set to be upgraded to university status. However, societal attitudes rooted in Confucian values, which often devalue manual labour, continue to challenge the sector's recognition (Wang, 2022).

This study examines the evolving social roles of newly designated TVET universities amid China's educational and societal transformation. Guided by frameworks on the social roles of TVET institutions (Moodie & Wheelahan, 2024; Wheelahan & Moodie, 2024) and the civic roles of higher education in diverse contexts (Kost et al., 2024), the research focuses on 15 TVET institutions upgraded to university status in 2019.

Using a qualitative design, the study employs document analysis of TVET-related policy texts and institutional mission statements, alongside semi-structured interviews with faculty and administrators from five universities, selected via convenience sampling. As the research is still ongoing, the current preliminary findings are derived mainly from policy documents and mission statements, supplemented by interview data collected from one institution. Early analysis reveals an emphasis on producing highly skilled and technically proficient graduates through updated applied programs tailored to current societal needs. Furthermore, fostering collaboration with private sectors, conducting applied research, and implementing community engagement are integral to their missions. Some institutions leverage strong industry ties to position themselves as leaders in community development and innovative industries, despite the top-down nature of China's policy reforms.

This study provides insights into the evolving social roles of TVET universities in China, contributing to the global discourse on TVET's purpose amidst technological advancements and societal changes.

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