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This article has been withdrawn as it was published elsewhere and accidentally duplicated. The original article can be seen here: 10.1108/01437729710169292. When citing the article, please cite: Mun C. Tsang, (1997), “The cost of vocational training”, International Journal of Manpower, Vol. 18 Iss: 1/2, pp. 63 - 89.

Based on government data from 1993 to 2008, this chapter aims to compute and analyze the trends of inequity in interprovincial and regional per-student spending in China's compulsory education, and to ascertain the potential impact of changes in education financing policies. Appropriate inequity measures (Gini and Theil index and Gini decomposition, among others) are employed to provide a systematic picture of the trends. Main findings include: (1) all inequity measures show large and overall increased disparities among provinces and among regions, between 1993 and 2008. (2) However, a slight drop of spending inequity is observed at the primary education level around 2002 and a larger reduction in 2005 and on. There are more turning points in the trend of lower-secondary per-student spending among provinces. These patterns are consistent across different inequity measures and spending indicators (per-student total spending, per-student recurrent spending, and per-student nonpersonnel spending). (3) The trend toward more balanced resource allocation around 2002 and 2005 could be the impact from the Reform of Tax and Administrative Charges and the New Mechanism for Financing Rural Compulsory Education. An increased share of budgetary expenditure in determining total spending suggests that equalizing financing policies have the potential to induce a significant reduction in spending inequity. These findings may help policy makers to better understand and alter the extent of spending inequity in compulsory education. This is an original empirical study that systematically derives the spending inequity trends over a long period in China's compulsory education.

In the 1980s, the Chinese government undertook a major structural reform in education by which upper secondary education was converted from predominantly general education to an equal mix of general education and vocational/technical education. A critical examination is provided of the rationale for and implementation strategies of the reform, framed in a broader context of the development of secondary education in the past four decades. It points out that, although the reform was justified in largely economic terms, there is actually little empirical support for the economic assumptions; the development of vocational/technical education is prompted more by a desire to reduce the social demand for higher education and to use education as a social stratification device. The reform reflects changing perspectives of the Chinese leadership on the role of education in national development; and it can be seen as the outcome of the most recent episode of continuing social and political conflicts in the Chinese state that began in the 1950s.

Discusses the methodological issues in costing two common types of vocational training programmes: institutional vocational training and enterprise‐based vocational training. Points out that the survey/interview approach should be used to collect data from institutions instead of from the government in costing institutional vocational training, and that more frequent use should be made of the case‐study and survey methods in costing enterprise‐based vocational training. Based on empirical studies on both developed and developing countries, analyses the costs of different types of vocational training programmes. Shows that training costs are influenced by such factors as the technology of training, teacher costs and their determinants, programme length, extent of wastage, extent of underutilization of training inputs and scale of operation. In general, vocational/technical education is more costly than academic programmes and pre‐employment vocational training is more expensive than in‐service training. Discusses the implications of these findings for training policies.

Chentong Chen is an undergraduate at Nanjing Normal University studying law and English. She has research interests in education policy, education assessment and evaluation, and child development. She is currently working on two research projects: policy issues related to the college entrance exam in China, and theories and practice of preschool assessment in the U.S.

Reports that although the results of the World Bank’s programme of policy research on vocational and technical education and training are available in published form, the process through which these publications are developed is known only to those directly involved. Asserts that the process of policy research is as important as the product. Reviews the policy study programme and research conducted or sponsored by the World Bank and other international agencies. Reviews the literature and addresses key policy areas with recent information.

Tingting Qi's chapter titled, “Moving toward Decentralization? Changing Education Governance in China After 1985,” provides the historical and policy context for the volume. This chapter integrates the post-1978 Chinese educational reforms into the socioeconomic context of China. The special contribution of this chapter is that it explores the complexity of educational decentralization in China through an in-depth analysis of changes in education finance, administration, and curriculum. Qi reviews prior studies, government documents, laws, and regulations related to Chinese education reform since 1978 within the context of education decentralization in China. Qi also demonstrates that China's educational policy reforms are moving China toward “centralized decentralization” because decentralization is driven by a common, centralized national goal of economic modernization. The chapter presents evidence that “centralized decentralization” is a strategic maneuver that maintains centralized control while providing the reform legitimacy of decentralization. By focusing on decentralization as the core of Chinese educational policy reforms, this chapter situates the following chapters within the social, cultural, and political context of post-1978 China.

This paper, based on forty in‐depth interviews with teachers and principals in Hong Kong, utilizes the insights of feminist organization studies to explore the persistence of gender inequalities in primary school teaching. Two common practices, namely the assignment of women and men to teach lower and higher grades respectively and the monopoly of men in positions of disciplining and authority, are centered. The data suggest that schools and teachers actively construct and reproduce gender inequalities by trivializing teaching of young children as babysitting, naturalizing women as natural caregivers, and normalizing the use of threat in disciplinary control. My analysis also argues that these routine and pervasive gendering processes are not often acknowledged or challenged, which have the effects of marginalizing caring work, overlooking the emotional labor of women, valorizing a masculine view of authority, encouraging men and boys to compete for power via aggression, and hence producing a masculinist workplace.

Previous studies have found significant differences in consumer attitudes toward marketing between countries and attributed such variations to differences in the stage of consumerism development and cultural values. This study aims to test these competing hypotheses using econometric decomposition to identify the source of such cross‐country variations.

Using survey data of consumer attitudes toward marketing from China and Canada, this study adopts econometric decomposition to examine the cross‐country difference in consumer attitudes toward marketing.

The results show that Chinese consumers have more positive attitudes toward marketing than Canadians and the two countries differ significantly across all predictor variables. However, the results of decomposition suggest that consumerism, individualism and relativism do not have any significant effect on the country gap in consumer attitudes toward marketing, while idealism has a significant coefficient effect.

The study finds different effects of cultural values on consumer attitudes across countries and has meaningful implications for international marketing strategies.

The study investigates the sources of cross‐national differences in consumer attitudes toward marketing using rigorous analyses to improve the accuracy of cultural attribution for international marketing and cross‐cultural consumer research.