A Multi-case Study on the Enrollment Examination System of Higher Vocational Education in China （1980-2025）

다국어 초록 (Multilingual Abstract)

The Higher Vocational Education Examination and Enrollment Policy （her einafter referred to as the ＂Vocational College Entrance Examination＂ policy）, as a key institutional arrangement bridging secondary and higher vocational e ducation and facilitating the development pathway for technical and skilled tal ents, has become a strategic pivot for deepening the modern vocational educa tion system since its official proposal by the state in 2019. However, existing research predominantly focuses on the technical design and macro-level inter pretation of the policy, lacking systematic comparative analysis of the generati on, evolution, and regional differentiation dynamics of this critical dimension. This research gap has prevented a comprehensive elucidation of the diversity and underlying mechanisms of local practices within a unified institutional fra mework. Therefore, this study adopts a theoretical perspective from policy sci ence to reveal the construction logic of China's Vocational College Entrance Examination policy under central-local interactions, explain the causes of regio nal practice variations, and provide both theoretical foundations and empirical references for refining China's distinctive vocational college entrance examina tion system. To achieve the aforementioned research objectives, this study focuses on three core questions: First, what stage-specific evolution has occurred in the n ational vocational education college entrance examination policy from 1980 to 2025? What are the underlying logic and key milestones of its macro-level t ransformation? Second, within a unified national policy framework, what disti nctive local vocational education college entrance examination policy models have been developed in Shandong, Hubei, Jiangsu, and Guangdong provinces? What are the root causes of these differences? Third, what are the key facto rs influencing the design and implementation outcomes of local vocational ed ucation college entrance examination policies? How do these factors interact t o form a spectrum of policy diversity under central-local governance dynamic This study employs a comprehensive approach combining content analysis and multi-case study methods. First, adhering to the principles of relevance, authority, comprehensiveness, and coherence, we systematically collected 76 co re policy documents issued at the national level between 1980 and 2025, alon g with operational policy documents from Shandong, Hubei, Jiangsu, and Gua ngdong provinces, establishing a systematic policy document database. Second, using Nvivo 15.0 software, we developed a multidimensional coding manual covering policy objectives, recruitment requirements, and policy instruments to conduct systematic coding and quantitative analysis of the policy texts. Thir d, based on theoretical sampling and the ＂maximum difference＂ principle, we selected Shandong, Hubei, Jiangsu, and Guangdong as key case studies for in -depth comparative and causal analyses. Finally, integrating historical institutio nalism, sociological institutionalism, policy diffusion theory, and policy instru ment theory, we constructed a three-dimensional analytical framework of ＂hist ory-text-practice,＂ providing a unified interpretation of policy evolution, textual meaning, and implementation practices. The study reveals four key aspects. First, the evolution of national polici es exhibits a three-stage pattern: ＂dependence → differentiation → stabilizatio n.＂ From 1980 to 1997, policies remained in a dependent and nascent phase, characterized by instrumental and fragmented approaches tied to the general c ollege entrance examination. Between 1997 and 2014, policies underwent expl oration and differentiation, oscillating between liberalization and tightening me asures while local pilot programs emerged, fostering diverse models. From 20 14 to 2025, policies entered a stabilization and integration phase, with strengt hened national top-level design and the transition of vocational education entr ance exams from ＂classified tests＂ to ＂independent systems.＂ Second, four pro vinces developed distinct local policy frameworks: Shandong adopted an ＂insti tutional independence-first＂ model exemplified by the ＂Spring College Entranc e Exam＂; Hubei established a ＂ability-oriented＂ approach centered on ＂skill-ba sed exams＂; Jiangsu implemented a ＂provincial systematized＂ model combinin g secondary vocational education exams with academic assessments; Guangdon g created a ＂deep industry-education integration＂ framework leveraging ＂3+cert ification＂ exams and a ＂industry-education-evaluation skill ecosystem.＂ Third, t hese policy variations stem from structural constraints in initial conditions, wh ere industrial characteristics, existing institutional frameworks, and policy auth ority shaped distinctive pathways through mechanisms of ＂demand-driven deve lopment,＂ ＂path dependence,＂ and ＂policy empowerment.＂ Fourth, ＂central-loc al interaction＂ serves as the core driver of institutional change, manifesting as a cyclical process of ＂national top-level desig → local innovation → national integration → regional refinement.＂ The innovations of this study are primarily reflected in three aspects. Fir st, the innovation in research perspective, which views the vocational educatio n college entrance examination as a ＂field of policy construction,＂ transcendin g the simplistic dichotomy of ＂policy–implementation.＂ Second, the innovatio n in research methodology, employing ＂textual analysis based on multi-case c omparison＂ to establish a policy text database and achieve triangular validatio n through content analysis and case comparison. Third, the innovation in theo retical framework, by developing a three-dimensional analytical framework of ＂history–text–practice＂ that integrates multidisciplinary theories, providing a comprehensive theoretical foundation for understanding the diverse generation logic of China's vocational education college entrance examination policies. A dditionally, the study identifies four typologies of local policy models and rev eals three key mechanisms— ＂demand-driven,＂ ＂path dependence,＂ and ＂emp owerment assistance＂ —contribution significant both theoretically and practicall This study also has certain limitations: regarding case selection, although four typical models were selected, some distinctive provinces were not inclu ded. The collection of policy texts was completed by the end of 2025, thus f ailing to incorporate the latest policy developments. Systematic evaluation of policy implementation outcomes remains inadequate. Future research should co nsider expanding the case scope, incorporating policy effectiveness assessment s, and enhancing international comparisons to continuously advance theoretical exploration and practical optimization of the vocational education college ent rance examination policy.

목차 (Table of Contents)

• CHAPTER 1. Introduction 1
• 1.1 Research Necessity and Objective 1
• 1.1.1 Advances and Core Directions in Existing Research 2
• 1.1.2 Main Limitations and Outstanding Challenges in Existing Research 3
• 1.1.3 The Approach and Core Contributions of This Study 6
• 1.1.4 Systematic Establishment of Research Objectives 9
• 1.1.5 Theoretical Significance and Practical Value of the Study 11
• 1.2 Research Questions 12
• CHAPTER 2. Theoretical Background 15
• 2.1 Concept Definition 15
• 2.1.1 Vocational Education 15
• 2.1.2 Examination-based Admission System 16
• 2.1.3 Higher Vocational Education Examination and Admission System (abbreviated as the "Vocational Education College Entrance Examination" system) 17
• 2.1.4 Definition of Systems and Policies 23
• 2.2 Literature Review 24
• 2.2.1 Research on the Evolution of the Higher Vocational Education Examination and Admission System (abbreviated as the "Vocational College Entrance Examination" system) 25
• 2.2.2 Research on the Specific Practices of Vocational Education Examination and Admission Systems 30
• 2.2.3 International References for the Vocational Education Examination and Admission System 38
• 2.2.4 Research Review 43
• 2.3 Theoretical Basis 44
• 2.3.1 Historical Institutionalism 44
• 2.3.2 Sociological Institutionalism Theory 45
• 2.3.3 Policy Diffusion Theory 47
• 2.3.4 Policy Tool Theory 48
• CHAPTER 3. Research Design 52
• 3.1 Research Methods 52
• 3.1.1 Content Analysis Method 52
• 3.1.2 Multi-case Study Method 54
• 3.2 Data Collection and Analysis Process 56
• 3.2.1 Data Collection 56
• 3.2.2 Analysis Proces 63
• 3.2.3 Definition of the Core Connotation of "Vocational Education College Entrance Examination Policy" as the Research Subject 67
• 3.2.4 Logic for selecting the four provinces as case studies for comparative analysis 69
• 3.3 Criteria for Stage Division and Identification of Key Nodes 72
• 3.3.1 The Analytical Perspective of Historical Institutionalism 72
• 3.3.2 Identification of Key Nodes and Stage Division 73
• 3.3.3 Criteria for Classification 75
• 3.4 Proposal of the Research Framework: Development of a Three-Dimensional Analysis Framework of "History–Text–Practice" 76
• CHAPTER 4. The Evolutionary Journey of China's Vocational Education College Entrance Examination Policy (1980–2025) 79
• 4.1 Dependent and Incipient Stage (early 1980s – 1997): From Sporadic Exploration to the Formation of Institutional Frameworks 79
• 4.1.1 Historical Background: Reform of the Secondary Education System and the Rise of Vocational High Schools 79
• 4.1.2 Analysis of Policy Texts 80
• 4.1.3 Stage Characteristics 83
• 4.1.4 Summary: The Formation of the Institutional Prototype and Its Internal Tensions 85
• 4.2 Exploration and Differentiation Phase (1997–2014): The Emergence and Integration of Diverse Models 86
• 4.2.1 Historical Context: Expansion of Higher Education Enrollment and Growth in Vocational Education Scale 86
• 4.2.2 Analysis of the Trigger Mechanisms at Key Milestones in 1997 87
• 4.2.3 Fluctuations in National Policies: From Liberalization to Tightening 90
• 4.2.4 The Rise of Local Pilot Programs: A Diverse Landscape of Institutional Innovation 92
• 4.2.5 Absorption and Integration at the National Level 94
• 4.2.6 Stage Characteristics 95
• 4.2.7 Summary: The Institutional Genes Emerging from Differentiation 97
• 4.3 Standardization and Integration Phase (2014–2025): The Institutionalization of Vocational Education College Entrance Examinations 98
• 4.3.1 Historical Context 98
• 4.3.2 Analysis of Trigger Mechanisms at Key Milestones in 2014 99
• 4.3.3 Gradual Improvement of Top-Level Design 103
• 4.3.4 Analysis of Trigger Mechanisms at Key Milestones in 2019 105
• 4.3.5 Integration and Convergence of Provincial Practices 109
• 4.3.6 Finalization of the Institutional Framework 110
• 4.3.7 Stage Characteristics 111
• 4.3.8 Issues to be addressed during system standardization 112
• 4.4 The Macro Evolutionary Logic of National Policy Documents 113
• 4.4.1 The institutional logic of instrumental initiation as the starting point 113
• 4.4.2 Exploration of Differentiation in Central-Government Relations as a Driving Mechanism 115
• 4.4.3 The Discursive Revolution from "Classification" to "Type" : A Shift in Conceptual Framework 116
• 4.4.4 Further logical inquiries regarding the exclusion of other paths in trajectory compariso 117
• 4.4.5 Summary: The gradual resolution of structural tension 118
• 4.5 Summary of This Chapter 119
• 4.5.1 A Brief Review of the Evolutionary Process 119
• 4.5.2 The Core Logic of Institutional Change 121
• 4.5.3 Key Dimensions for Subsequent Provincial Analysis 121
• CHAPTER 5. Analysis of Policy Documents in Four Provinces 124
• 5.1 Shandong Province: Policy Framework and Practical Logic of the "Spring College Entrance Examination" Mode 124
• 5.1.1 The Origins of the Reform and Its Institutional Driving Forces 124
• 5.1.2 The Evolutionary Logic of the Policy Framework from Scattered Exploration to Systematic Design 125
• 5.1.3 The Institutional Core and Design Logic of the "Knowledge+Skills" Examination Model 133
• 5.1.4 The Practical Logic and Operational Mechanisms Behind the Effective Operation of the System 137
• 5.1.5 Practical Challenges and Institutional Dilemmas 143
• 5.2 Hubei Province: Policy Framework and Practical Logic of the "Skill-Based College Entrance Examination" Model 146
• 5.2.1 Origins of the Reformand Analysis of the Motivations Behind Hubei's Implementation of the "Skill-Based College Entrance Examination" 146
• 5.2.2 The Institutional Logic Behind the Evolution of the Policy Framework from Pilot Exploration to Routine Operation 148
• 5.2.3 The Institutional Core Oriented by Skills and Its Underlying Logic 154
• 5.2.4 Explanation of the Practical Logic and Mechanisms Behind the Effective Operation of the System 157
• 5.2.5 Practical Challenges and Institutional Dilemmas 161
• 5.3 Jiangsu Province: Systematic Policy Framework and Practical Logic for Vocational Education College Entrance Examinations at the Provincial Level 166
• 5.3.1 The Institutional Evolution from Targeted Single Admissions to t he Vocational Education College Entrance Examination 167
• 5.3.2 The Institutional Coupling Mechanism Between the Dual-Track S ystem of Vocational Education Entrance Examinations and Secondary Vocat ional School Assessment Systems 169
• 5.3.3 The Core Institutional Framework Integrating Standards, Process es, Evaluation, and Services 176
• 5.3.4 The underlying mechanisms and practical logic behind the effecti ve operation of the system 183
• 5.3.5 Practical Challenges and Institutional Dilemmas 187
• 5.4 Guangdong Province: Policy Framework and Practical Logic Guided by Deep Integration of Industry and Education 191
• 5.4.1 The Historical Context and Evolutionary Logic from Independent Admissions to Classified Examinations 191
• 5.4.2 Industry-Education Integration as the Core Logic Behind the Development of Vocational Education College Entrance Examination Poli cies 194
• 5.4.3 Analysis of Institutional Innovations in the Core Elements of Gu angdong's Vocational Education College Entrance Examination 198
• 5.4.4 A Multidimensional Perspective and Practical Logic for Policy Im plementation 202
• 5.4.5 Reflections on the Tensions and Challenges in Institutional Evolution 206
• 5.5 Summary of This Chapter 209
• 5.5.1 The "central-local" interaction logic and local models of China's vocational education college entrance examination policy 209
• 5.5.2 Analysis of the Four Policy Models 228
• CHAPTER 6. Attribution Analysis of Vocational Education College Entrance Examination Policies in Four Provinces 239
• 6.1 Sociological Institutionalism and Policy Diffusion Theory as Theoretical Tools for Attribution Analysis 239
• 6.1.1 The Analytical Perspective of Sociological Institutionalism 239
• 6.1.2 The Explanatory Mechanism of Policy Diffusion Theory 240
• 6.2 The fundamental constraints of economic development level on institutional maturity 241
• 6.3 How Industrial Structure Demand Influences the Design Orientation of Evaluation Standards 243
• 6.4 Educational cultural traditions as institutional constraints due to path dependence 245
• 6.5 The Determinative Mechanisms of Local Governance Models on Policy Innovation Space and Effectiveness 247
• 6.5.1 Shandong Province: A High Ground Co-built by the Ministry and the Province, with a "Pioneer–Followers" Diffusion Pattern 248
• 6.5.2 Jiangsu Province: Accumulation from long-term pilot programs and the "endogenous evolution–demonstration leadership" model 249
• 6.5.3 Guangdong Province: Flexible Governance Space and the "Differentiated Absorption–Backpropagation" Model 251
• 6.5.4 Hubei Province: The "First-Mover Advantage–Learning and Adaptation" Model under Limited Authorization 253
• 6.6 The Interaction of Four Factors and the Formation of Policy Paths 255
• CHAPTER 7. Conclusion and future direction 258
• 7.1 Discussion 258
• 7.1.1 The "Tool-Based Initiation–Differentiation Exploration–Value Establishment" Model of the Evolution of Vocational Education College Entrance Examination Policies 261
• 7.1.2 Construction of an Analytical Framework for Institutional Change Mechanisms from the Perspective of Central-Government Interaction 264
• 7.1.3 Typology of Local Policy Models, Their Generation Mechanisms, and the Four-Factor Interaction Model 267
• 7.1.4 The Core Tensions and Their Balance Logic in the Policy Design of Vocational Education College Entrance Exams 271
• 7.2 Policy Recommendations for the Future 274
• 7.2.1 Pathways for Institutional Optimization and Top-Level Design at the National Level 275
• 7.2.2 Implementation Strategies for Categorized Guidance and Charac- -teristic Development at the Provincial Level 277
• 7.2.3 Coordination Mechanisms at the Institutional Level and Key Measures for Cultivating Innovation 279
• 7.3 Innovations of the Study 280
• 7.4 Research Limitations and Prospects 282
• References 285
• 국문초록 325