Technical Vocational Education and Training in Xinjiang

This report documents progress, analyzes strengths and weaknesses of the Xinjiang Technical and Vocational Education and Training (TVET) system, and proposes recommendations that can be used to enrich policy dialogue and open opportunities for future cooperation between Xinjiang and the World Bank. The World Bank team discussed and agreed with the foreign capital project management office of the Xinjiang education department, the main counterpart for this study, on the selection criteria for the Principal Investigator (PI) responsible for data collection and the desk review of available documentation and interviews with key informants, including officials from related departments and representatives of training institutes and enterprises. This report is composed of three sections. The first section provides a brief overview and analysis of the Xinjiang setting, including economic trends, status of the workforce and TVET system. This is followed by a summary of the Systems Approach for Better Education Results (SABER)-Workforce Development (WfD) results including three dimensions, nine policy goals and 27 policy actions. Lastly, a brief policy analysis along with recommendations reflect upon the results of the SABER-WfD study by addressing key challenges and weaknesses of the Xinjiang TVET system in the context of Xinjiang's medium to long-term education and talent development plans. In medium to long-term, the quality of Xinjiang TVET system needs to be improved through enhanced governance, quality assurance and monitoring and evaluation, and through improved connections with quality basic education. The goal is to set up a flexible and diversified modern TVET system for a skilled workforce and to achieve the objectives of the Xinjiang medium and long-term education and talent development plans. Efforts also should be made to enable some TVET schools and programs to become recognized among the top level in China.

Bibliographic Details

Main Authors:	Xiao, Liping, Song, Jin
Format:	Other Education Study biblioteca
Language:	English en_US
Published:	Washington, DC 2013-01
Subjects:	ACADEMIC QUALIFICATIONS, ACCESS TO TRAINING, ACCREDITATION, ACHIEVEMENT, ASSESSMENT MECHANISM, ASSESSMENT METHODS, ASSOCIATE PROFESSOR, AVERAGE EDUCATIONAL ATTAINMENT, BASIC EDUCATION, COMPREHENSIVE ASSESSMENT, COMPULSORY EDUCATION, CURRICULUM, CURRICULUM DEVELOPMENT, CURRICULUM REFORM, DECISION MAKING, DEGREE PROGRAMS, EDUCATION DEPARTMENT, EDUCATION DEVELOPMENT, EDUCATION INSTITUTIONS, EDUCATION LEVEL, EDUCATION REFORM, EDUCATION SERVICES, EDUCATIONAL BUDGET, EDUCATIONAL DEVELOPMENT, EDUCATIONAL REFORM, EDUCATIONAL STUDIES, EDUCATIONAL SYSTEM, EMPLOYMENT, EMPLOYMENT OPPORTUNITIES, ENROLLMENT, ENROLLMENT RATES, EQUAL TREATMENT, ETHICS, ETHNIC MINORITIES, ETHNIC MINORITY, EXPENDITURES, EXPENDITURES PER STUDENT, FORMAL EDUCATION, FORMAL EDUCATION SYSTEM, FORMAL EDUCATIONAL SYSTEM, GENERAL EDUCATION, GRADUATION RATE, HIGH QUALITY TRAINING, HIGH SCHOOL, HIGH SCHOOLS, HIGHER EDUCATION, HIGHER EDUCATION LAW, HIGHER LEVEL OF EDUCATION, HUMAN DEVELOPMENT, HUMAN RESOURCES, INSTRUCTORS, INTERVENTIONS, JUNIOR SECONDARY, JUNIOR SECONDARY SCHOOL, LABOR MARKETS, LACK OF ACCREDITATION, LEADERSHIP, LEARNING, LEARNING OPPORTUNITIES, LEVEL OF EDUCATION, LEVELS OF INSTRUCTION, LIFELONG LEARNING, MIDDLE SCHOOL, MINISTRY OF EDUCATION, NATIONAL ACCREDITATION, NET ENROLLMENT, NUMBER OF SCHOOLS, OCCUPATIONS, PERFORMANCE INDICATORS, POLYTECHNICS, PRE-SCHOOL EDUCATION, PRIMARY SCHOOL, PRIVATE INSTITUTIONS, PRIVATE SCHOOLS, PRIVATE TRAINING, PRIVATE TRAINING INSTITUTIONS, PROFESSIONAL DEVELOPMENT, PUBLIC FUNDS, PUBLIC INSTITUTIONS, PUBLIC SCHOOLS, PUBLIC TRAINING, QUALITY ASSURANCE, QUALITY STANDARDS, QUALITY TRAINING, READERS, RECRUITMENT OF TEACHERS, RESEARCH FINDINGS, RESEARCH INSTITUTES, RESEARCH INSTITUTIONS, RESEARCH PROGRAMS, SCHOOL ADMINISTRATION, SCHOOL ADMINISTRATORS, SCHOOL DEVELOPMENT, SCHOOL FACILITIES, SCHOOL GRADUATES, SCHOOL PROGRAM, SCHOOL STUDENTS, SCHOOL-AGE, SCHOOL-AGE POPULATION, SCHOOLING, SCIENTIFIC RESEARCH, SECONDARY EDUCATION, SECONDARY VOCATIONAL EDUCATION, SENIOR SECONDARY LEVEL, SENIOR SECONDARY SCHOOLS, SERVICE TRAINING, SKILL ACQUISITION, SKILL DEVELOPMENT, SKILL TRAINING, SKILLED WORKERS, SKILLED WORKFORCE, SKILLS ACQUISITION, SKILLS TRAINING, SOCIAL DEVELOPMENT, SPECIAL PROGRAMS, SPORTS, STUDENT GRANTS, STUDENT SATISFACTION, STUDY TOURS, SUBSIDIZED TRAINING, TEACHER, TEACHER TRAINING, TEACHERS, TEACHING, TEACHING EXPERIENCE, TEACHING FORCE, TEACHING QUALITY, TECHNICAL EDUCATION, TECHNICAL TRAINING, TERTIARY LEVELS, TERTIARY SECTOR, TERTIARY SECTORS, TERTIARY VOCATIONAL EDUCATION, TRAINEES, TRAINING INSTITUTES, TRAINING INSTITUTIONS, TRAINING PROGRAMS, TRAINING QUALITY, TRAINING SCHOOLS, TRAINING SERVICES, TUITION, UNIVERSITIES, UNIVERSITY LEVEL, VOCATIONAL COLLEGES, VOCATIONAL EDUCATION, VOCATIONAL SCHOOL, VOCATIONAL SCHOOLS, VOCATIONAL SKILLS, VOCATIONAL TECHNICAL TRAINING, VOCATIONAL TRAINING, VULNERABLE GROUPS, WORKERS,
Online Access:	http://documents.worldbank.org/curated/en/2013/01/18009819/technical-vocational-education-training-xinjiang http://hdl.handle.net/10986/16554
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