Worried that my child can't go to high school?After the expansion of general high school enrollment, the new middle school "comprehensive high school" is coming
Since the introduction of the "five-five diversion" policy of the high school entrance examination, the pressure of "one test for life" in the college entrance examination has been advanced to the stage of the high school entrance examination.
Some parents are worried that their children's foundation is not strong and the school does not allow them to repeat their studies, so they take the initiative to choose to lower the first grade and spend an extra year preparing for the high school entrance examination.
The separation of general high school and vocational school at the time of the high school entrance examination was originally intended to promote a balanced educational structure and talent training, so that children could find a suitable path for their own development.
However, in reality, the pressure of career change and the anxiety of general job diversion still spreads among parents and students. Although, according to the data released by the Ministry of Education, in 2022, the scale of secondary vocational enrollment in China accounted for 33 of the total enrollment in high school education85%, the number of secondary vocational students accounts for 33% of the total number of students in high school education, and the proportion of general vocational students is 203:1, much higher than the 1:1 that parents feared.
For every child who goes to high school, one child is squeezed into vocational school," a statement that amplifies parents' concerns.
However, after the Ministry of Education, the National Development and Reform Commission, and the Ministry of Finance jointly issued the "Opinions on the Implementation of the Action Plan for the Expansion and Quality Improvement of Basic Education in the New Era" (hereinafter referred to as the "Expansion and Quality Improvement Action") jointly issued on August 30, parents' anxiety has been alleviated to a certain extent.
One of the goals of the "Expansion and Quality Improvement Action" is to solve the public's anxiety about the diversion of jobs and people, and the specific measures include:
1) Expand the enrollment scale of high-quality ordinary high schools in an orderly manner.
2) Build, renovate and expand a number of high-quality ordinary high schools to increase the supply of places.
3) Actively develop comprehensive high schools and promote the integration of vocational education.
4) Expand the total amount of educational resources of high-quality ordinary high schools through group schooling, group assistance, and trusteeship and assistance of subordinate colleges and universities and provincial colleges and universities.
The release of the "Expansion and Quality Improvement Action" has attracted widespread attention, and the focus of discussion has ranged from vigorously developing vocational education to orderly expanding the enrollment scale of ordinary high schools, further increasing the admission rate of ordinary high schools, and whether secondary vocational schools will be cancelled. Whether there will be a paradox in the integration of general education and vocational education for the equal development of general education and vocational education has also become the focus of discussion.
What does the "expansion of general high school enrollment" represent?According to Tian Zuyin, director of the Department of Basic Education of the Ministry of Education, the enrollment plan will be increased in an orderly manner, and the enrollment scale of high-quality ordinary high schools will be expanded in an orderly manner by digging into the potential of existing high-quality ordinary high school building resources and optimizing the enrollment plan in combination with the actual situation.
The news of the expansion of ordinary high school enrollment undoubtedly brought a little comfort to parents.
In fact, high schools in some places have quietly expanded their enrollment. Taking Shenzhen as an example, in 2023, the city's schools will arrange 890,000 people, of which the enrollment plan of public ordinary high schools has reached 650,000, an increase of more than 30,000 from 2019.
This year, the enrollment plans of many high schools in Guangzhou have also increased, with the enrollment of public high schools increasing by 2,533 compared with last year, while the enrollment of private high schools and Sino-foreign cooperative programs has also increased by 3,887 and 1,065 ...... respectively
In addition, judging from the actual data, the ratio of regular high schools to vocational schools is not a strict 55 percent, and the number of students enrolled in ordinary high schools has gradually increased in recent years.
The expansion of high school places is not only to increase the enrollment scale of existing high schools, but also to build a new batch of high-quality ordinary high schools to comprehensively improve the supply of high school places.
This initiative aims to ensure that students who are interested in further study can successfully complete their high school studies, avoid being eliminated in the high school entrance examination, and create opportunities for successfully passing the college entrance examination and obtaining a bachelor's degree.
Despite the serious depreciation of academic qualifications in today's society and the gradual popularity of technical talents, there are still many parents who firmly believe that undergraduates have more advantages than vocational college graduates, and they often say to their children: "Studying vocational school is equivalent to being abolished in this life." I don't know when I'm young now, but when I'm older, I know that I regret it. ”
From the parents' point of view, they believe that the current development of vocational colleges still needs to be improved. They are worried that their children may face problems such as poor school atmosphere, poor quality of training, susceptibility to adverse influences, and difficulty in learning practical skills. In addition, they are worried that it will be difficult to find their dream job after graduation, leaving their children confused.
Therefore, some parents prefer to let their children live in a mixed life rather than let them go to secondary school to "mix in circles", which is understandable.
However, if we only think that expanding the enrollment scale of high-quality ordinary high schools means a further increase in the admission rate of ordinary high schools, and thus think that the state has given up the development of vocational education and pushed children to exam-oriented education, this is obviously a one-sided interpretation of the "Expansion and Quality Improvement Action".
Because the "Expansion and Quality Improvement Action" is not only "expanding a batch", but also "upgrading a batch", aiming to promote diversified development, actively promote comprehensive high schools, and promote the integration of vocational education and general education.
What exactly is a comprehensive high school?
Although parents generally expect their children to be able to enter a regular high school, not all students are suitable for studying the subjects of a regular high school.
For those students who are suitable for learning skills, if they choose to study a regular high school course in order to save their "face", they may become "students with academic difficulties" in high school, and it will be difficult for them to successfully enter the university.
Therefore, the construction of comprehensive high schools organically integrates general education and vocational education. Specifically:
In comprehensive high schools, both general high school academic courses and vocational skills courses are offered, and the credit system is implemented, and students can choose academic or skill courses independently.
Ordinary high school students may not be clear about their future major in the third year of high school, while comprehensive high school students can better understand their future major direction and career direction through a period of study.
After graduating from high school, students can choose to enter a comprehensive college or vocational college, depending on the course they choose.
In this way, the separation of students at the high school level can be avoided, and the goal of equal development of general education and vocational education can be achieved.
In Shenzhen and Chengdu, pilot projects for "comprehensive high schools" have been launched. Shenzhen's comprehensive high school experimental class is compatible with the functions of ordinary high schools and vocational high schools, integrating academic courses and technical skills courses.
Students can choose and combine personalized courses according to their personal career intentions and development aspirations, and can eventually take the general college entrance examination, higher vocational college entrance examination, or choose to study abroad or find employment.
This kind of "general vocational integration" education allows students to determine the direction of future development based on an in-depth understanding of vocational and general education courses, combined with personal interests and strengths.
Once, Xiao Ming chose a regular high school, and Xiao Hong chose a vocational high school, can they all meet a bright future?
Now, the general vocational integration allows Xiao Ming and Xiao Hong to study in the same high school, and they both have the possibility of welcoming a bright future.
Multiple choices are a fundamental way to alleviate anxiety.
In the face of the general job diversion, our parents are generally anxious.
Globally, secondary vocational education is practiced in many countries. How does vocational education in these countries calm parental anxiety?
In terms of general vocational integration, we may be able to learn from the education models of the United States, Canada, and the United Kingdom.
The comprehensive high school system originated in the United States at the beginning of the 20th century, and spread to Britain, France, Germany, Switzerland and other countries after World War II, becoming one of the high school education systems in these countries.
The training objectives of the comprehensive high school are diverse, and the curriculum is both academic and vocational. For example, in the United States, the Smith Hughes Act was promulgated in 1917, establishing a secondary education system with comprehensive high schools as the main force and general vocational integration. Comprehensive secondary schools adopt a three-subject system:
Academic subjects prepare students for university and account for about 20%-25% of the student body
General subjects require students to have a certain level of cultural knowledge, accounting for about 40%-50% of the total number of students
The rest are vocational subjects, which prepare students for direct employment after graduation.
The United States implements a single-track education system that integrates general occupations, which is different from the separation system of general occupations in countries such as Germany.
In this single-track education system, vocational education is not an independent organization, but is dispersed in schools and stages in the form of curricula.
To a certain extent, this eliminates the problem of non-communication between general vocational education, so that students can choose a set of personalized courses that suit them according to their needs, and make informed education and career choices through a wide variety of contacts and experiences.
In Canada, comprehensive high schools typically offer 160-170 courses, with about sixty or seventy technical and vocational courses, such as carpentry and cooking.
In the seventies of the last century, the United Kingdom promulgated the "Comprehensive Secondary School Establishment Promotion Act", and then comprehensive secondary schools developed rapidly. Although in recent years, the UK has revised the general vocational integration method of comprehensive secondary schools, comprehensive secondary schools are still the mainstream of secondary schools. The curriculum of the British comprehensive secondary school is a blend of the original grammar and technical secondary school curriculum.
The integration of general vocational education makes vocational education no longer an unchangeable choice, and valuable practices are still happening.
Give different opportunities to different children, so that children's studies, future and future careers will not be cut off by diversion.
This innovative approach to education helps children get rid of confusion about major choices and future development.
Only by giving students multiple choices can we fundamentally alleviate the involution and anxiety of basic education.
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