Evaluating and analyzing student labor literacy in China's higher vocational education: an assessment model approach

Abstract

Introduction: This study addresses the gap in evaluating labor literacy amongst vocational students in China's higher vocational education system. It aims to develop a comprehensive framework for assessing essential labor competencies, thereby contributing to a nuanced understanding of vocational education's role in skill development. Methods: Employing a multifaceted research methodology, this study integrates questionnaire surveys, econometric analyses, and the Delphi method to assess labor literacy among 749 students from three leading vocational institutions. A pioneering labor literacy assessment model is introduced: S = 0.5466B<inf>1</inf>+0.1816B<inf>2</inf>+0.1623B<inf>3</inf>+0.1095B<inf>4</inf>, where S denotes the overall labor literacy score. Here, B<inf>1</inf> represents labor concepts, B<inf>2</inf> denotes habits and qualities, B<inf>3</inf> signifies knowledge and skills, and B<inf>4</inf> encapsulates emotions and attitudes, illustrating a comprehensive approach to measuring labor literacy. Results: Our findings reveal pronounced disparities in labor literacy across the identified dimensions, with particular deficiencies in labor concepts. The study also identifies six determinants—gender, political profile, academic performance, internship and training base utilization, inclination towards innovation and entrepreneurship, and labor education evaluation mechanisms—that significantly influence labor literacy outcomes. Discussion: Highlighting the imperative for a contextually informed and holistic approach to labor literacy, this study's insights advocate for educational strategies that are both aligned with labor market demands and cognizant of socio-cultural nuances. The developed assessment model not only propels the theoretical discourse in vocational education forward but also provides a pragmatic guide for educators and policy makers, aiming to mitigate disparities and enhance labor competencies through refined educational practices. © © 2024 Wu, Duan and Luo.

Keywords

Author Keywords

Vocational education assessment model empirical research labor literacy literacy evaluation

Index Keywords

Author Affiliations

School of Economics and Management, Nanjing Polytechnic Institute, Nanjing, Jiangsu, China

College of Life and Health, Nanjing Polytechnic Institute, Nanjing, Jiangsu, China

School of Management, ShenZhen Institute of Information Technology, Shenzhen, China

Funding & Acknowledgements

Grant: SZIIT2021KJ033

Funding text 1: We extend our sincere gratitude to the faculty and students of the higher vocational colleges and universities who participated in this study. Their valuable insights and contributions were instrumental in shaping this research. Special thanks to the survey and data analysis team for their meticulous efforts and dedication. We also appreciate the support from Nanjing Polytechnic Institute and Shenzhen Institute of Information Technology. Lastly, we acknowledge the invaluable feedback and guidance provided by our peers and mentors, which significantly enhanced the quality of this work.; Funding text 2: The author(s) declare financial support was received for the research, authorship, and/or publication of this article. This research was supported by the Higher Education Reform Research Project of Higher Education Association of Jiangsu Province (No. 2023JSJG649), the Philosophy and Social Sciences Research Program in Colleges and Universities of Jiangsu Education Department (Nos. 2020SJB0272 and 2023SJYB0731), and the Doctoral Research Program of Shenzhen Institute of Information Technology (No. SZIIT2021KJ033).

Grant: 2023JSJG649

Funding text 1: We extend our sincere gratitude to the faculty and students of the higher vocational colleges and universities who participated in this study. Their valuable insights and contributions were instrumental in shaping this research. Special thanks to the survey and data analysis team for their meticulous efforts and dedication. We also appreciate the support from Nanjing Polytechnic Institute and Shenzhen Institute of Information Technology. Lastly, we acknowledge the invaluable feedback and guidance provided by our peers and mentors, which significantly enhanced the quality of this work.; Funding text 2: The author(s) declare financial support was received for the research, authorship, and/or publication of this article. This research was supported by the Higher Education Reform Research Project of Higher Education Association of Jiangsu Province (No. 2023JSJG649), the Philosophy and Social Sciences Research Program in Colleges and Universities of Jiangsu Education Department (Nos. 2020SJB0272 and 2023SJYB0731), and the Doctoral Research Program of Shenzhen Institute of Information Technology (No. SZIIT2021KJ033).

Grant: 2020SJB0272, 2023SJYB0731

Funding text 1: We extend our sincere gratitude to the faculty and students of the higher vocational colleges and universities who participated in this study. Their valuable insights and contributions were instrumental in shaping this research. Special thanks to the survey and data analysis team for their meticulous efforts and dedication. We also appreciate the support from Nanjing Polytechnic Institute and Shenzhen Institute of Information Technology. Lastly, we acknowledge the invaluable feedback and guidance provided by our peers and mentors, which significantly enhanced the quality of this work.; Funding text 2: The author(s) declare financial support was received for the research, authorship, and/or publication of this article. This research was supported by the Higher Education Reform Research Project of Higher Education Association of Jiangsu Province (No. 2023JSJG649), the Philosophy and Social Sciences Research Program in Colleges and Universities of Jiangsu Education Department (Nos. 2020SJB0272 and 2023SJYB0731), and the Doctoral Research Program of Shenzhen Institute of Information Technology (No. SZIIT2021KJ033).

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Evaluating and analyzing student labor literacy in China's higher vocational education: an assessment model approach

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