In the current paper, we introduce the concept of decent education and highlight this new construct as a critical predictor of decent work. We first review three broad areas where indicators of quality education have been studied and utilized: Subjective student experiences, school-to-work programs, and macro-level recommendations (e.g., assessing quality in schools, counties, states, countries, etc.). Second, we draw from these areas to identify six core components that comprise decent education. Specifically, these components pertain to individuals' subjective experiences with their high school education and include: physical safety, psychological safety, quality instruction, equitable learning environments, opportunities to foster social connection, and adequate educational/vocational programming for post-high school. Third, we discuss the construct's place within Psychology of Working Theory and provide a series of recommendations for scholars wishing to study decent education. It is hoped that this new construct will be useful to scholars as they work to further understand the important connection between educational experiences and access to decent work.

在本文中，我们介绍了体面教育的概念，并强调这一新概念是体面工作的关键预测指标。我们首先回顾了质量教育指标已被研究和使用的三个广泛领域：主观学生体验、从学校到工作的计划和宏观层面的建议（例如，评估学校、县、州、国家等的质量） . 其次，我们从这些领域中确定了构成体面教育的六个核心组成部分。具体来说，这些组成部分与个人高中教育的主观体验有关，包括：身体安全、心理安全、优质教学、公平的学习环境、促进社会联系的机会，以及高中后适当的教育/职业规划。第三，我们讨论了该结构在工作理论心理学中的位置，并为希望研究体面教育的学者提供了一系列建议。希望这一新结构对学者们有用，因为他们致力于进一步了解教育经历与获得体面工作之间的重要联系。