Positioning construction workers' vocational training of Guangdong in the global political-economic spectrum of skill formation

Abstract

PurposeThis paper explores the vocational training of construction workers in Guangdong Province of China and identifies its position in the global political-economic spectrum of skill formation.Design/methodology/approachThe paper reviews construction vocational education and training (VET) of major political economies to develop a theoretical framework that guides an in-depth case study of Guangdong. Document analysis, field trip observations, meetings and semi-structured interviews were combined to explore the political-economic environment, political stakeholders and quality assurance mechanisms of industrial training in Guangdong's construction sector. The findings were compared with construction VET of other economies reported in the literature.FindingsConstruction training in Guangdong is deeply rooted in the local history and culture, under strong dominance of the state, while continually evolves to respond to the fluid market and therefore can be conceptualised as “market-in-state”. The political stakeholders are embedded within the state to ensure that skills policies are implemented in-line with industry policies. The differences between the training of Guangdong and its foreign counterparts are attributed to their divergent political-economic models.Research limitations/implicationsAs the case study was undertaken only with Guangdong, the generalisability of its findings can be improved through future research within a broader context of multiple provinces of China through both qualitative and quantitative research approaches.Practical implicationsPlausible foreign VET approaches are likely adaptable to the Chinese context only when conducive political-economic environment could be enabled. The findings are useful for developing countries to learn from the VET experience of industrialised economies. Construction workers' training in Guangdong can be improved by strengthening labour regulation at lower subcontracting levels and ensuring the presence of industrial associations and unions for collective training supervision.Originality/valueThe paper contributes to the field of construction engineering and management with a theoretical framework that guides empirical studies on the influence of the political-economic environment upon the ways political stakeholders develop and participate in construction VET. The exploration based on this framework revealed the position of the vocational training of construction workers in Guangdong in the global political-economic spectrum of skill formation.

Promoting Construction Labor Professionalization: An Evolutionary Game Perspective

“…Upon completion of the VET program, trainees will receive a vocational qualification that is valued in the labor market. (2) In Denmark, the overall framework of VET is formulated by the Ministry of Education [22]. The trade committees develop training regulations for different occupations and ensure that the trainees receive systematic training [20].…”

“…The trade committees develop training regulations for different occupations and ensure that the trainees receive systematic training [20]. VET is funded by both the government and the employers: the government supports school-based training, while the employers pay wages to apprentices [22]. Trainees who pass the final assessment, which is conducted by a panel of employer, labor, and teacher representatives, earn a vocational qualification [22].…”

“…VET is funded by both the government and the employers: the government supports school-based training, while the employers pay wages to apprentices [22]. Trainees who pass the final assessment, which is conducted by a panel of employer, labor, and teacher representatives, earn a vocational qualification [22]. (3) In Australia, the government establishes the framework of VET, which includes the Australian Qualifications Framework and Training Packages [23].…”

“…Unlike the above countries where official institutions, employer associations, and trade unions collaborate to support VET, in China, VET is managed by two ministries: the Ministry of Education (MOE) and the Ministry of Human Resources and Social Security (MOHRSS) [22]. The MOE-dominated vocational schools offer both general and vocational education to students.…”