The index system of educational statistics is a scientific definition of a series of parameters that mark the development of education, and it is an important part of educational management information system. The information presented by the indicators in the indicator system can describe the dynamic changes of the education system more accurately from different angles such as horizontal and vertical, reveal the interaction of different factors in the education system, and evaluate the progress of the education system [1]. Therefore, it is an important field of vocational education reform and development all over the world to formulate an effective, systematic and scientific index system to monitor the implementation performance and operation results of vocational education and training system and promote its continuous improvement. For example, the European Union proposes to use a national monitoring system to monitor the transition of vocational education and training graduates to the labor market and continuing education and training. Australia suggests monitoring the adaptation of vocational education to the labor market in real time to improve the transparency of the vocational education and training system and its results [2].
At present, China's Ministry of Education and the Bureau of Statistics have also established a systematic statistical work of educational data and information. The existing statistical mechanism of educational data information involves the following aspects: First, the website of the Ministry of Education regularly publishes relevant data on the development of education at all levels, and its main indicators related to vocational education include the number of secondary vocational schools (institutions), the number of students of all types, the number of teaching staff and so on. 2. The Development Planning Department of the Ministry of Education of China regularly publishes the China Educational Statistics Yearbook, which presents relevant data of all levels and types of education development from two aspects: the development of education and the conditions for running schools. In terms of specific indicators, it involves the number of vocational education institutions, the number of students enrolled, the number of students by subject, the number of students by gender, the number of teaching staff, the number of full-time teachers, and the investment in education funds.
In addition, in recent years, some domestic NGOs have also carried out research and statistical work on vocational education data, the most representative of which is MyCOS Research Institute. Since 2009, this institution has published the Employment Report of College Students in China and the Quality Report of Higher Vocational Talents Training, which provides relevant data of higher vocational students after graduation from the perspective of graduate employment and talent training, and its indicators involve employment rate, employment quality, ability and knowledge training quality, career development, etc.
Generally speaking, China has a basic system for publishing vocational education data and information. However, the current system has the following problems: first, the data release has a certain lag; Second, the published data only describe the specific state of vocational education development, and there are few indicators of the relationship between vocational education and economic and social development and labor market, which cannot measure the specific operational efficiency of vocational education; Third, the information released at present only plays the role of information disclosure, but does not play a supervisory role in the development of vocational education.
Internationally, major developed countries and some important international organizations attach great importance to strengthening the research and formulation of vocational education and training indicators, and have constructed a series of index systems from different angles such as the evaluation of vocational education system, the performance evaluation of vocational education institutions or the evaluation of a certain aspect of vocational education in the whole country or region. This paper aims to study and analyze the evaluation index system of international social vocational education from different angles and levels, and provide reference for establishing a scientific and systematic evaluation index system of vocational education in China.
Second, an overview of the international vocational education evaluation index system
(A) on the vocational education system and its overall development evaluation index
The "Preliminary Study on Global Vocational Education and Training Data" published by UNESCO investigated the development of vocational education in 96 countries and regions in the form of data for the first time. The main target areas involved include: First, the basic system of vocational education in various countries, specifically the diversification of vocational education levels and projects. The second is the specific development of vocational education projects at all levels. Specific indicators include school age, years of study, total enrollment rate, male enrollment rate, female enrollment rate, gender parity index, and the proportion of vocational education students in the total enrollment at this level. Third, the investment in vocational education funds, the main indicators include the proportion of vocational education and training funds to the total education funds, the level of investment in vocational education by employers, and so on [3].
In recent years, with the implementation of the "Copenhagen Process", the European Union has paid more attention to evaluating and reporting the development of vocational education in member countries from the whole community level, and has formulated a systematic index system for this purpose. Specifically, the EU's vocational education evaluation index system mainly involves three aspects: first, opportunity, attraction and flexibility; Second, the correlation between skills development and labor market; The third is the overall transformation and employment trend. Under this framework, there are 29 specific indicators, as shown in table 1 [4].
The European Training Foundation (ETF) has formulated a series of systematic indicators to evaluate the development of vocational education in Central and Eastern European countries, including: educational achievement and labor market, including the educational achievement level of the population and its participation in education and labor market; Citizens' access to education and training, including vocational training participation rate, high school vocational education and training participation rate and higher education participation rate; The ratio of school leavers and dropouts in junior high school education; The input level of education and vocational training, including the proportion of public expenditure on vocational education and training to GDP, the relationship between the participation rate of vocational education and public expenditure and other indicators [5].
(b) Evaluation indicators of the quality or performance of vocational education
In recent years, in order to improve the efficiency of vocational education and training, many countries have implemented the performance-based vocational education funding model. The basis of the implementation of this system is to accurately evaluate the specific running situation of a vocational education institution, and relevant countries have formulated a relatively perfect evaluation index system in this regard. For example, the performance index of Finland's vocational education and training was formulated at the beginning of the 20th century, used for performance appropriation in 2002, and revised on 20 1 1. Specific indicators are: the employment situation of students after graduation; Proportion of students who continue their studies; Students complete education and training within the expected time; Drop-out situation of students; Professional qualifications of teachers and staff; Invest resources in the professional development of teachers and staff. Ireland mainly uses the following indicators to evaluate the quality of vocational education and training: the number of participants who have completed the training; The type and quantity of vocational qualifications obtained by the training participants; Where did the trainees go after completing the training; The employment quality of the training participants after completing the training is job satisfaction [6]. As a typical developed country of vocational education, the Swedish National Labor Market Committee has mainly used the following indicators to evaluate vocational education and training institutions since 1979: the employment situation of students after six months of training; The proportion of all participants who completed the training; The usefulness of training. Later, the Swedish government reformed it. According to the important areas of national vocational education and training, the indicators are divided into two aspects. One is quantitative indicators: the number of courses offered and their participants, the employment rate of students; The second is qualitative indicators: enterprise satisfaction and trainee satisfaction [7].