Tropical Geography ›› 2020, Vol. 40 ›› Issue (3): 525-538.doi: 10.13284/j.cnki.rddl.003209

Previous Articles     Next Articles

Spatial Agglomeration and Factors Influencing of Secondary Vocational Education in China during 2000‒2016

Wang Hui1(), Yan Junping1(), Peng Bangwen2, Liu Dongmei3, Lian Lijuan4   

  1. 1.School of geography and tourism, Shaanxi Normal University, Xi’an 710119, China
    2.School of Economics and Management, Northwest University, Xi’an 710127,China
    3.School of Economics and Management, Xi’an Aeronautical University, Xi’an 710077,China
    4.Sanya Aviation and Tourism College,Sanya 572000,China
  • Received:2019-08-04 Revised:2020-01-15 Online:2020-05-31 Published:2020-06-30
  • Contact: Yan Junping;


The economic and social transformation and reconstruction in China has prompted the government to focus its attention on the role and influence of vocational education on the development of the manufacturing industry and improvement of social equity. Secondary vocational education is an important part of popularizing high school education and developing modern vocational education in China. It is the foundation of constructing a modern vocational education system. It is of great significance for the cultivation of middle-level skilled technical talents and the improvement of the labor market. Based on statistical data of the development of secondary vocational education in 31 provinces and regions in mainland China from 2000 to 2016, this study focuses on the spatial clustering characteristics and factors influencing the development of secondary vocational education. The study adopts methods such as geographical concentration, spatial autocorrelation analysis, geographical detector, etc., to explore the following issues: How will China’s secondary vocational education change in a spatiotemporal context? Is there spatial agglomeration? What are the factors that cause the spatial agglomeration of secondary vocational education? This study shows that the development of secondary vocational education in China followed an inverted "U" trend from 2000 to 2016, and the geographical concentration of students in the provincial level is gradually increasing. The provinces with large-scale secondary vocational education include Guangdong Province, Henan Province, and Shandong Province. The development of secondary vocational education in more than one-third of the provinces in China is characterized by small scale and slow growth, as seen in Beijing, Tianjin, Shanghai, Fujian, Hubei, Shaanxi, Shanxi and Northeast China, while the "growth" provinces are all distributed in southern China, including Anhui, Jiangxi, Hunan, Guangdong, Guangxi, Yunnan, Guizhou, Sichuan, etc. From the perspective of spatial relationship, there is a significant spatial autocorrelation between the level and growth of secondary vocational education from 2000 to 2016, but the degree of spatial agglomeration has declined; this indicates that the spatial balance of secondary vocational education is constantly improving. In addition, the overall level of secondary vocational education shows a trend of "moving south." The hotspots have moved from North China to Southeast, Central, and South China. Shandong, Henan, and Anhui provinces are always included as hotspots of secondary vocational education. The hotspots of secondary vocational education growth are mainly distributed in the western region, and show a transfer process from northwest to southwest. Tibet is always in a hotspot of growth. The main factors influencing this pattern of change are the population of school-age children and secondary vocational education development conditions, while the role of regional economic development level is relatively small. The interaction between different factors significantly affects the changes in the spatial pattern of secondary vocational education, mainly through interactions between the number of junior high school graduates and other factors.

Key words: secondary vocational education, spatial agglomeration, spatial autocorrelation, geodetector, geographies of education, China

CLC Number: 

  • G638