Stepping into the labour market from the VET sector in China: student perceptions and experiences

Wang, G. (2022) Stepping into the labour market from the VET sector in China: student perceptions and experiences. Studies in Continuing Education, 44(3), pp. 392-408. (doi: 10.1080/0158037X.2021.1872522)

Abstract

The Chinese Government is clear that investment is needed to upskill the workforce, yet VET students, who will play a key role in the upskilling, continue to be positioned at the bottom of the educational hierarchy and suffer considerable societal prejudice. This paper presents new findings on Chinese VET students’ perceptions of the job market and career possibilities in the context of the negatively stereotyped VET system. The findings are analysed through the lens of Gramsci’s hegemonic power and with reference to Bauman’s individualisation. A lack of confidence was found among the VET students who were about to enter the labour market; moreover, they exhibited a passive acceptance of whatever jobs were available, rather than mindfully choosing. Analysis of the findings suggests that the students gave their active consent to the hegemonic human capital form of thinking and accepted their perceived ‘inadequacy’ and unfavourable places in the division of labour. They were under the impression that they needed to take responsibility for the choices they made as ‘[our] chances all come down to us'. The study concludes that this individualising force could sustain hegemonic control as well as provide the ‘flexible workers’ needed by an economy influenced by neoliberalism.

• Item Type: Articles
• Status: Published
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Wang, Dr Geng
• Authors: Wang, G.
• College/School: College of Social Sciences > School of Education
• Journal Name: Studies in Continuing Education
• Publisher: Taylor and Francis
• ISSN: 0158-037X
• ISSN (Online): 1470-126X
• Published Online: 18 January 2021
• Copyright Holders: Copyright © 2021 Informa UK Limited, trading as Taylor & Francis Group
• First Published: First published in Studies in Continuing Education 44(3):392-408
• Publisher Policy: Reproduced in accordance with the publisher copyright policy