Exploring the Dropout Rates and Causes of Dropout in Upper-Secondary Technical and Vocational Education and Training (TVET) Schools In China

Posted: 22 Mar 2017

See all articles by Hongmei Yi

Hongmei Yi

School of Advanced Agricultural Sciences, Peking University

Linxiu Zhang

Chinese Academy of Sciences - Center for Chinese Agricultural Policy

Yezhou Yao

Chinese Academy of Sciences (CAS) - Center for Chinese Agricultural Policy (CCAP)

Wang Ai Qin

Northwest University (China) - School of Economics and Management

Yue Ma

Independent

Yaojiang Shi

Shaanxi Normal University

James Chu

Stanford University, Department of Sociology, Students; Stanford University - Freeman Spogli Institute for International Studies

Prashant Kumar Loyalka

Stanford University - Freeman Spogli Institute for International Studies

Scott Rozelle

Stanford University - Freeman Spogli Institute of International Studies

Date Written: March 20, 2017

Abstract

Policymakers in many developing countries regard upper-secondary technical and vocational education and training (TVET) as a key element in economic growth and poverty reduction. Unfortunately, there is evidence that upper-secondary TVET programs in developing countries experience high rates of dropout. The overall goal of this study is to examine the dropout rates and reasons for dropout among upper-secondary TVET students in China. To meet this goal, we have three specific objectives. First, we seek to produce high-quality estimates of dropout rates among students in upper-secondary TVET schools in one coastal and one inland province of China. Second, we seek to identify which students drop out from upper-secondary TVET. Third, we test whether financial constraints, math and computer achievement,and parental education and migration status correlate with TVET dropout. Drawing on data from a survey of 7414 upper-secondary TVET students in two provinces of China, we find dropout rates of 10.7% across both provinces and as high as 22% in poorer inland areas, suggesting major gaps and disparities in Chinese TVET dropout rates. Furthermore, we find that baseline academic performance and maternal education and migration status are strong correlates for student dropout.

Suggested Citation

Yi, Hongmei and Zhang, Linxiu and Yao, Yezhou and Qin, Wang Ai and Ma, Yue and Shi, Yaojiang and Chu, James and Loyalka, Prashant and Rozelle, Scott, Exploring the Dropout Rates and Causes of Dropout in Upper-Secondary Technical and Vocational Education and Training (TVET) Schools In China (March 20, 2017). Available at SSRN: https://ssrn.com/abstract=2937692

Hongmei Yi (Contact Author)

School of Advanced Agricultural Sciences, Peking University ( email )

Room 412, Wangkezhen Buidling, Peking Unviersity
Beijing, 100871
China

Linxiu Zhang

Chinese Academy of Sciences - Center for Chinese Agricultural Policy ( email )

Anwai, Beijing, 100101
China

Yezhou Yao

Chinese Academy of Sciences (CAS) - Center for Chinese Agricultural Policy (CCAP) ( email )

Jia 11, Datun Road
Beijing 100101
China

Wang Ai Qin

Northwest University (China) - School of Economics and Management ( email )

Xian, Shaanxi 029
China

Yue Ma

Independent ( email )

No Address Available

Yaojiang Shi

Shaanxi Normal University ( email )

Chang'an Chang'an District
199 South Road
Xi'an, Shaanxi Province 710062
China

James Chu

Stanford University, Department of Sociology, Students ( email )

Stanford
United States

Stanford University - Freeman Spogli Institute for International Studies ( email )

Stanford, CA 94305
United States

Prashant Loyalka

Stanford University - Freeman Spogli Institute for International Studies ( email )

Stanford, CA 94305
United States

Scott Rozelle

Stanford University - Freeman Spogli Institute of International Studies ( email )

Stanford, CA 94305
United States

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