| Since the implementation of the "diversion of general and vocational" in China,the "roughly equivalent" ratio has always been one of the main contents of China’s high school education policy,which provides an institutional guarantee for strengthening the basic role of secondary vocational education.However,the scale of general vocational development changes dynamically with economic development,and although the relevant national documents call for the implementation of "roughly equivalent" policies,the actual implementation process is often challenged.In China,the first "diversion of general and vocational" will be carried out after junior high school,and the results of this diversion will not only affect the number of different types of talents in China in the future,but also affect the educational income of individuals in the future.For individuals,the choice of education diversion is an educational investment behavior,and the level of return can affect the choice of education type.Comparing the monetary and non-monetary benefits of ordinary high schools and vocational high schools can provide reference for individual educational choices and provide a basis for the government to formulate relevant preferential policies.In view of this,this paper hopes to clarify the policy changes of "diversion of general and vocational" at the high school level and based on current situation of the development of "general vocational" education,the quantitative analysis method is used to compare the individual education return rate of ordinary high school and vocational high school after "diversion of general and vocational",so as to analyze the monetary and non-monetary benefits brought by different types of education to individuals.Focusing on the income of individual education at the high school stage,the main issues and research methods planned in this paper are: firstly,using the policy documents promulgated by the state and the national statistical bulletin on the development of education issued by the Ministry of Education,macro-comparison of the policy changes of "diversion of general vocational" and the current situation of the development of "general vocational" education in different periods,and understanding the development situation and characteristics of ordinary high schools and vocational high schools;Secondly,based on the Ordinary Least Squares method(OLS),the Minser income model is used to estimate the monetary return of the group with the highest education of ordinary high school and vocational high school,and the comparison is combined with Heckman Two-step Estimation method(Heckman)and Instrumental Variable method(IV),which further verifies the robustness of the empirical results and makes the research more comprehensive;Then,from the perspectives of gender,urban and rural areas,regional economy,era and income group differences,compare the educational benefits of the highest education group of ordinary high schools and vocational high schools,and find suitable groups for different types of education;and find suitable groups for different types of education;Finally,the Ordered Logit regression model is used to compare the non-monetary income of individuals in ordinary high schools and vocational high schools,and variables such as happiness in life,social class identity,and physical health status are selected as the surrogate variables to measure the non-monetary benefits of education for quantitative analysis,and the interpretation is deepened by comparing the non-monetary benefits.After research,this paper has reached the following conclusions:First,the overall educational return rate of vocational high schools is significantly higher than that of ordinary high schools.Compared with the Ordinary Least Squares method(OLS),Heckman Two-step Estimation method(Heckman)and Instrumental Variable method(IV)will narrow and expand the educational rate of return after solving the problems of sample selection bias and endogeneity,but the difference between the return rate of vocational high school and general high school education is positive no matter what method is used,reflecting the high return of vocational high school,indicating that vocational high school plays a more important role in improving the income of workers.Second,the heterogeneity of educational returns requires group regression of the sample,and the results show that the returns of vocational high schools are higher than those of ordinary high schools,whether male or female,or urban or rural.In economically more developed and moderately developed areas,the rate of return of vocational high schools is greater than that of ordinary high schools,and the opposite is true in economically backward areas;In the early stage of reform and opening up,vocational high schools had higher yields than ordinary high schools,and with the economic development of ordinary high schools,the yield of vocational high school education was not rebounded until recent years;For low-and middle-income groups,vocational high schools have more advantages in educational returns,while for high-income groups,the role of vocational high school education is not obvious.Third,in terms of the non-monetary benefits of education at the high school stage,the two types of education have their own advantages.For the sample of general high school education,it has a slight advantage over vocational high schools in terms of "political appearance","social class identity","English listening ability" and "English speaking ability".However,vocational high schools are slightly better than general high schools in terms of "whether life is happy","spouse’s highest education level","physical health","ability to listen to Putonghua" and "ability to speak Putonghua".Finally,based on the above research conclusions,relevant policy suggestions are put forward: First,establish a correct and rational concept and pay attention to the development of secondary vocational education.Second,rationally adjust the scale structure according to the characteristics of the regional economy.Third,according to the changes of the times,broaden the channels for secondary vocational education to further education.Fourth,promote the popularization of secondary education and narrow the income gap between residents. |
