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School-to-Work Transition Experience...

Wu, Xuan,

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School-to-Work Transition Experiences of Contemporary Youth with a Tertiary Vocational Education Background in China /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	School-to-Work Transition Experiences of Contemporary Youth with a Tertiary Vocational Education Background in China // Xuan Wu.
作者:	Wu, Xuan,
面頁冊數:	1 electronic resource (376 pages)
附註:	Source: Dissertations Abstracts International, Volume: 83-10, Section: A.
Contained By:	Dissertations Abstracts International83-10A.
標題:	Curriculum development. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29186384
ISBN:	9798426804043

School-to-Work Transition Experiences of Contemporary Youth with a Tertiary Vocational Education Background in China /
Wu, Xuan,

School-to-Work Transition Experiences of Contemporary Youth with a Tertiary Vocational Education Background in China /Xuan Wu. - 1 electronic resource (376 pages)

Source: Dissertations Abstracts International, Volume: 83-10, Section: A.

The dilemmas of the development of contemporary youth have been a longstanding concern of social policy and social work. Post-industrialization with Chinese characteristics has shaped the world of individuals' life and work; such new characteristics are found in young people, including the coexistence of individualization tendency in life course and inadequacy in risk resistance capacity, an aspiration to urban consumption and lifestyle, and an increase in the level of educational attainment and the proportion of service workers in the whole group of youth. In this context, this study targeted contemporary youth with a tertiary vocational education background, a group has not been sufficiently emphasized in both academic and policy research. By adopting qualitative research methodology, this study conducted in-depth interviews with 2 staff from tertiary vocational school, 1 entrepreneur and 14 migrant youth receiving or received tertiary vocation education, tracing the transition from school to work of those young people, and revealing how they used their individual agency to obtain identity capital resources when facing opportunities and risks, as well as dealing with the uncertainty in their career development under the current social structure, and educational and cultural systems.This study carefully asserts the theoretical stance of the structure-agency debate in social science research and develops an explanatory framework for understanding the school-to-work transition of youth with a tertiary vocational education background based on the theories of identity capital, careership and career identity. The findings of the study show that the tertiary vocational education system, which was developed during the expansion of higher education, provides educational opportunities for relatively disadvantaged youth, but fails to offer them with trainings that meet the needs of labor market, or with effective support for their entry into the world of work. Through an analysis of young people's identity capital strategies at the stages of education in tertiary vocational college, internship, and employment in big cities, it was found that youth from different backgrounds applied various strategies to mobilize peripheral identity capital resources to prepare for their expected careers, even under a specific context of cultural reproduction. However, due to the mismatch between professional training and youth's career strategies, and the constraints of internal and external factors on their deployment of various identity capital resources, their adaptive strategies of school-to-work transition and their gradually developed meaning system could not help them completely cope with the challenges of career development and unstable life situation.The study suggests that such meaning system is essentially a demonstration of the formidable structural dilemmas faced by contemporary youth with tertiary vocational education background at the interactive level; the constitution of their career identity is thus unstable. Therefore, it is necessary to improve the overall orientation of the tertiary vocational education, talent training programs, instruction modes, internship management and career counseling. To improve the situation of school-to-work transition for them, it is necessary not only to create a more friendly environment with the participation of tertiary vocational colleges, local governments, communities, and enterprises, but also to encourage the development of their agentic characteristics with the intervention of professionals.

English

ISBN: 9798426804043Subjects--Topical Terms:

684418
Curriculum development.
Subjects--Index Terms:

Uncertainty

School-to-Work Transition Experiences of Contemporary Youth with a Tertiary Vocational Education Background in China /
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520 $a The dilemmas of the development of contemporary youth have been a longstanding concern of social policy and social work. Post-industrialization with Chinese characteristics has shaped the world of individuals' life and work; such new characteristics are found in young people, including the coexistence of individualization tendency in life course and inadequacy in risk resistance capacity, an aspiration to urban consumption and lifestyle, and an increase in the level of educational attainment and the proportion of service workers in the whole group of youth. In this context, this study targeted contemporary youth with a tertiary vocational education background, a group has not been sufficiently emphasized in both academic and policy research. By adopting qualitative research methodology, this study conducted in-depth interviews with 2 staff from tertiary vocational school, 1 entrepreneur and 14 migrant youth receiving or received tertiary vocation education, tracing the transition from school to work of those young people, and revealing how they used their individual agency to obtain identity capital resources when facing opportunities and risks, as well as dealing with the uncertainty in their career development under the current social structure, and educational and cultural systems.This study carefully asserts the theoretical stance of the structure-agency debate in social science research and develops an explanatory framework for understanding the school-to-work transition of youth with a tertiary vocational education background based on the theories of identity capital, careership and career identity. The findings of the study show that the tertiary vocational education system, which was developed during the expansion of higher education, provides educational opportunities for relatively disadvantaged youth, but fails to offer them with trainings that meet the needs of labor market, or with effective support for their entry into the world of work. Through an analysis of young people's identity capital strategies at the stages of education in tertiary vocational college, internship, and employment in big cities, it was found that youth from different backgrounds applied various strategies to mobilize peripheral identity capital resources to prepare for their expected careers, even under a specific context of cultural reproduction. However, due to the mismatch between professional training and youth's career strategies, and the constraints of internal and external factors on their deployment of various identity capital resources, their adaptive strategies of school-to-work transition and their gradually developed meaning system could not help them completely cope with the challenges of career development and unstable life situation.The study suggests that such meaning system is essentially a demonstration of the formidable structural dilemmas faced by contemporary youth with tertiary vocational education background at the interactive level; the constitution of their career identity is thus unstable. Therefore, it is necessary to improve the overall orientation of the tertiary vocational education, talent training programs, instruction modes, internship management and career counseling. To improve the situation of school-to-work transition for them, it is necessary not only to create a more friendly environment with the participation of tertiary vocational colleges, local governments, communities, and enterprises, but also to encourage the development of their agentic characteristics with the intervention of professionals.
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