Syktyvkar Residents Divided on Vocational Education Renaming | SuperJob Poll

A third of residents in Syktyvkar, the capital of the Komi Republic in Russia, believe that vocational education should be renamed, according to a survey conducted by SuperJob. The sentiment comes as President Vladimir Putin has directed a review of the naming convention for secondary vocational education.

The Russian government has proposed the term “special professional education” as a replacement. However, the survey reveals a divided public opinion. While 32% of Syktyvkar residents support the proposed renaming, a larger proportion – 48% – prefer to maintain the current terminology. A small minority, 2%, offered alternative suggestions for a new name.

The preference for maintaining the status quo appears to be correlated with educational attainment. Individuals with higher education are more likely to favor preserving the existing name (54%), while those with secondary vocational education are more evenly split between supporting the old and new names (37% and 39%, respectively). This suggests a potential perception among those already holding vocational qualifications that a name change is unnecessary or even detrimental.

Age also plays a role in shaping attitudes towards the renaming. Support for the proposed “special professional education” is higher among younger individuals under the age of 35 (37%). Conversely, the 35-45 age group exhibits the strongest inclination to retain the current name, with 55% expressing opposition to the change. This generational divide could reflect differing perspectives on the value and prestige associated with vocational training.

Interestingly, income level appears to be positively correlated with support for the renaming initiative. Among residents with a monthly income exceeding 150,000 rubles, 40% endorse the “special professional education” designation. This figure drops to 32% among those earning less than 80,000 rubles per month. This suggests that higher earners may perceive a renaming as a way to elevate the perceived status of vocational education, potentially benefiting their children or future workforce entrants.

Beyond the government’s proposal, respondents offered a diverse range of alternative names. Several suggestions favored brevity, such as “special education” or simply “professional education.” Some even proposed a return to the Soviet-era term “professional-technical education,” evoking a sense of tradition and established quality. Others emphasized the practical application of vocational training, suggesting names like “practice-oriented professional education,” “applied professional education,” “applied specialty,” or “education for applied professions.” Further suggestions focused on skills and industry relevance, including “qualification-based professional education,” “industry-specific professional education,” “industrial-professional education,” and even “short-cycle industrial education.”

The debate over renaming vocational education isn’t limited to Russia. A 2022 study examining attitudes in Hong Kong provides broader context. Researchers Lee, Lee, and Lam investigated the impact of renaming Vocational Education and Training (VET) to Vocational and Professional Education and Training (VPET). Their findings, published in Education & Training, revealed a “complex picture” regarding the effectiveness of such a strategy. While renaming didn’t demonstrably improve the overall popularity of vocational education, it appeared to broaden its support base by mitigating its association with lower socioeconomic status. Specifically, the study found that negative correlations between family income and attitudes toward VET disappeared when the program was rebranded as VPET.

This Hong Kong case study suggests that renaming can be a tool for addressing perceptions of social class associated with vocational training. However, it also highlights the limitations of such a strategy. Simply changing the name doesn’t automatically increase the overall appeal of vocational pathways. The Russian survey data reinforces this nuance, showing significant resistance to renaming even among those who might benefit from a more positive image of vocational education.

The differing opinions in Syktyvkar, and the broader evidence from Hong Kong, underscore the importance of understanding the underlying factors that shape public perceptions of vocational education. While a name change might address superficial associations, deeper issues related to curriculum quality, career opportunities, and societal prestige likely play a more significant role in attracting students and fostering a skilled workforce. The Russian government’s initiative, may be most effective when coupled with broader reforms aimed at enhancing the quality and relevance of vocational training programs.

The situation in Syktyvkar also highlights the potential for regional variations in attitudes towards vocational education. Further research across different regions of Russia would be needed to determine whether the findings are representative of the country as a whole. Understanding these regional nuances is crucial for developing targeted policies that effectively address the specific challenges and opportunities facing vocational education in different parts of the country.