Since 2006,the rapid development of wind power generation in China caused great challenges to qualification of technical staff,especially over 80 000 wind power service technicians (WPST) are needed till 2020 according to estimation by experts,however,there are only 2000 graduates annually from relevant learning programs at educational institutions all over China. Since 2009,some colleges of Technical and Vocational Education and Training (TVET) established “wind power and energy technology”as a separate learning provision,and intended to overcome the popular teaching paradigm to instruct theoretical knowledge in isolated subjects, instead,made efforts to qualify the learners to deal with real problems at site of wind farms. However,the first cohorts of college graduates were still not capable to satisfy the practical demands. At the same time,the majority of graduates from the bachelor-degree program for “wind power and energy engineering” weren’t motivated to work at wind farm,rather strove for enrolment in master-programs. The overall effect was that the lack of WPST couldn’t be solved. The “China Wind Power Programme” (CWPP),a project within the Sino-German technical cooperation,supports China’s capacity-building for the wind power sector since 2005. With the inception of CWPP Phase 2 in 2011,the support was extended to colleges and their teachers to create TVET programs for WPST as a learning-profession by means of collaboration between colleges and enterprises. It is also expected to deliver best practice for demand-oriented TVET, which is advocated by Chinese Educational Authorities since years. During 2012~2013,CWPP conducted a series of intervention measures to foster the didactic shift,which have enabled college teachers and part-time trainers from related enterprises to create collaboratively a Master-Teaching-Plan (MTP) for WPST as a new profession,and supported them to probe the MTP in pilot-classes.This MTP consists of 12 learning fields,which are used to guide praxis-oriented learning tasks and help learners acquire multi-subjected knowledge and basic practical experience needed for the work at wind farms. To implement the intervention measures in favour of didactic shift towards praxis-orientation, CWPP has introduced experience from TVET in Germany and improved knowledge sharing and collaboration across partner institutions. The paper introduces what was done and analyse how it worked in the frame of the CWPP.