An Analysis of Diploma Discrimination in Chinese Higher Vocational Education within the Context of a Knowledge-Based

Lijie Zeng

doi:10.62051/1wyfyy88

Authors

Lijie Zeng

DOI:

https://doi.org/10.62051/1wyfyy88

Keywords:

knowledge society; Chinese higher vocational education; educational credential discrimination.

Abstract

In the context of a knowledge-based society, the persistent problem of educational credential discrimination within higher vocational education remains a formidable challenge for graduates. This paper employs existing literature and data to undertake a comprehensive analysis of this prevailing phenomenon. Furthermore, it compares these findings with the practices observed in well-established vocational education systems of other developed nations, in order to elucidate the underlying issues associated with such discriminatory practices and put forth viable strategies for their alleviation. This discrimination results in a range of adverse consequences, including the depreciation of educational qualifications, diminished compensation packages, and obstacles to upward mobility. The roots of this issue can be attributed to various factors, including suboptimal educational quality in higher vocational institutions, disparities between general and vocational education, company recruitment practices, and the societal prioritization of Confucian values, often neglecting the importance of practical skills. It highlights the need for a comprehensive approach to address these multifaceted challenges. Firstly, educational reforms are imperative to enhance the overall quality of higher vocational institutions, thereby increasing their competitiveness in the job market. Secondly, recalibrating vocational education and recruitment policies is essential to establish a more equitable system that values both academic and practical skills. Thirdly, fostering effective public discourse and conducting awareness campaigns play pivotal roles in challenging prevailing misconceptions and reshaping public attitudes towards vocational education. This research underscores the urgency of addressing educational credential discrimination within higher vocational education to ensure a fair and inclusive educational landscape in a knowledge-based society.

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