Shi, Yi; (2023) Young people’s participation experiences of technical and vocational education and training in developing countries: a case study of China using the capability approach. Doctoral thesis (Ph.D), UCL (University College London).

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Abstract

Due to its orientation towards employment and work, technical and vocational education and training (TVET) plays an important role in promoting economic development and social inclusion. Despite the fact that TVET has gained increasing commitment from international and national bodies, its impact on personal wellbeing and national development in most developing countries is still under debate. Existing literature on TVET evaluation dominantly adopts a top-down human capital approach with a narrow focus on economic outcomes. This PhD study aimed to understand the multi-dimensional impact of TVET on its participants, guided by the capability approach where the impact of social arrangements is evaluated against their ability to develop people’s valued capabilities. The study empirically investigated young people’s TVET participation experiences in the context of developing countries in two parts. In the first part, a qualitative systematic review of 31 studies was conducted to synthesize evidence on young people’s learning process and consequences of TVET participation in low- and middle-income countries. Adopting a framework thematic synthesis approach, this study revealed that TVET participation had a multi-dimensional impact on young people’s cultural capital, social capital, aspirations, and health, beyond economic consequences. This impact was collectively shaped by factors, such as intervention features and quality and individual characteristics. A framework was distilled from the evidence synthesis to inform the second part. In the second part, a mixed-methods study of 892 students and four school staff was conducted in three vocational high schools in China. Adopting the capability approach, the study first identified 14 capabilities valued by vocational students and then investigated students’ perceived impact of TVET participation on their development of these capabilities. Based on regression analysis of the survey data and thematic analysis of the interview data, the study also identified a series of sociodemographic determinants of students’ capability choice and TVET learning indicators that affected students’ perceived TVET impact on their capability development.

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