Achieving Good Governance Through Shared Governance:public Rational Logic Of The Governance Of Teaching Quality For Technical And Vocational Education And Training

As our economy and the entire society transit to a new development phase of quality orientation, it is necessary for technical & vocational education & training(TVET), which has the profound relationship with economy-society development, to adJust itself to comply with this transition by re-shifting, restructuring and re-powering,thus upgrading its own quality. However, the ongoing sharp conflict between difficulty in obtaining employment and shortage of skilled workers in recent years, all sectors of society have begun to review and question the quality of TVET and the governance of its teaching quality. As a matter of fact, the core of TVET lies in its teaching,accordingly, so that the core of quality governance should focus on the governance of TVET’s teaching quality. In reality, however, the accountability mechanism and implementation mechanism for the governance of technical and vocational education’s teaching quality mainly concerns the relatively enclosed individual system of vocational schools, which is limited by the individual rationality, tending to act blindly, so that the low efficiency and circular problem in teaching quality governance occurs. Therefore, it is an inexorable trend bring forward the reform in the field of the governance of TVET’s teaching quality by making the system from closed to open and moving the unitary management to multiple governance.It is vital to focus on the teaching system of TVET itself so as to guarantee the governance of teaching quality for it. Since TVET is born with cross-domain peculiarities, its teaching system differs from the common education teaching systemand remains semi-open characters, thus, opportunities and possibilities are provided for teaching quality governance with multiple and multidimensional sub Jects. Meanwhile,the platform for collaboration of multiple forces is generated to Jointly promote the teaching quality of TVET. From the perspective of Macro TVET conception, it is bound to get various sectors such as governments, enterprises, evaluation institutions and other social resources involved at a macro level for the purpose of advancing the governance of teaching quality for TVET. When it comes to intermediate level, the governance of teaching quality from school collects Academic Affairs Division, Teaching Committee,Supervision Division and other institutions and departments as its core. As for the micro teachers’ level, the governance gathers teachers, students and guiding personnel for teaching as the heart. However,“Why should efforts be made for the governance of teaching quality of TVET?”, “What does it mean?”, “How is it doing?”, “Where does it lead?”, “What forces will promote this governance?”, “How to actualize this governance in different process?”, “What is the ultimate goal of governing teaching quality for TVET?” and “How to guarantee this work?” such questions comprise eight issues of this paper: for what reason、what it is、in what states、towards what trend、who do it 、how can、How to present、how to do. To solve these issues, this study makes comprehensive use of various theories including philosophy, economics, management,sociology, pedagogy and psychology. Based on the combination of theory and practice and the unity of quantitative research and qualitative research, this paper is basically developing from “being public” to “being good” till looking into the governance of teaching quality for TVET gradually. If from the perspective of the core aspects of this study, it concentrates on the following four aspects, namely, the logical research of“shared governance generates good subJects”, the subJect research of “shared governance ensures mastery”, the process research of “shared governance ensures mastery” and the effects research of “shared governance features good situation”.Consequently, the shared governance can move to the good governance to stay positive in the cause of its development. This paper is built upon eight questions concerning:Firstly, the study of the logic of “shared governance for good governance”, which means to explore the rational logic of the governance of teaching quality for TVET so that it can gain a reasonable development. To be specific, the logic relation between“publicity” and “rationality” is under discussion in this research when the governance is set to develop from the logic beginning of “publicity” to the logic ending of “goodness”.By doing so, the perfect way that achieving good governance through shared governance guided by public rationality logic can be finally established so as to lay the foundation for the development of the governance of teaching quality for TVET covered in this paper.Secondly, the subJect research of “shared governance generates good sub Jects”works on the interaction of the external and internal subJects to carry forward the governance of teaching quality for TVET, which can help various subJects make Joint efforts to promote the teaching quality of TVET. How shared governance generates good subJects will be discussed in this part. The governing sub Jects share a sense of belonging with the governance of teaching quality for TVET in terms of identity, culture and value. And explanations for inter-subJectivity, rights and duties of different governing subJects will be provided. Furthermore, the entity of “enterprises, schools,researchers and users” for the governance of teaching quality for TVET among governing sub Jects should be constructed together with the order of right and duty, the process order, the curriculum order and the order of classroom teaching. And all the order can serve to stipulate the right-duty relation of governing subJects and regulate their actions. In this way, these sub Jects can identify themselves with the quality governance consciously from internal and coordinate their actions with the quality management from without so as to create the process of “good doers” and “good managers”.Thirdly, the process research of “shared governance ensures mastery” focus on the whole process of the teaching quality of TVET so as to make sure that the shared governance can be actualized effectively and this process can function efficiently. While the concrete research content mainly follows the complete process of teaching input,teaching process and teaching output of vocational schools. By integrating the external and internal forces, constructing a holistic pattern of shared governance with“co-responsibility for teaching input”, “co-management for teaching process” and“co-guarantee for teaching output”. As for its application, it is important to aim at the teaching target, teaching contents, teaching methods, teaching process and teaching evaluation of TVET in great collaboration. As a result, the ability of governance of teaching quality for various governing sub Jects can be enhanced and the idea of“mastery” of governance realized during the actualization of individual goal of quality step by step.Fourthly, the effects research of “shared governance features good situations” is devoted to probing into the efficiency and benefits of upgrading the governance ofteaching quality for TVET, which is about to ensure the shared governance obtain the sound and cyclic development. And this part demonstrates the management of effects of the governing of teaching quality for TVET after accomplishing work of another stage.Consequently, the governing work of teaching quality for TVET can be propelled to grow into the pattern of “circle” through “linear mode” from “punctiform structure”.Meanwhile, it is vital to establish the “meta-governance” directing against the governance itself as well as the coordination mechanism dealing with multiple relations in order to boost the shared governance and move the governance of teaching quality for TVET to a “good situation” during the development of virtuous circle.In a word, this research constructs the theory model for the governance of teaching quality of TVET while clarifying the development logic for the teaching quality of TVET. In addition, it points out the right-responsibility relation and inter-subJectivity of multiple governing subJects as this paper defines their respective responsibility,obligation and functions. Besides, this study also builds up a shared governance system aiming at the very features of the teaching system of TVET while creating the“meta-governance” mechanism in view of the governance of teaching quality for TVET.It is believed that this work will shed light on the future studies on understanding the current situation of the teaching system of TVET and potential growth theoretically.Practically, it serves as a reference to the reform to improve the teaching system of TVET. True, the cause of advancing the shared governance for the governance of teaching system of TVET remains challenging, let alone the cause of good governance.However, the vision of shared governance to push forward the teaching quality of TVET has already come into being.