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Ever since winning first place in the masonry category at the First Vocational Skills Competition of China in December of last year， Wu Yuanzhou has been busy continuing to enhance his craftsmanship with bricks and mortar and impart his knowledge as a lecturer at the Changsha Construction Engineering School， a vocational school in Changsha， capital of Hunan Province.
Eight years ago， Wu graduated from middle school and chose to study architectural engineering at a vocational school. Gradually， he developed a passion for masonry and became one of the top stoneworkers nationwide.
“It’s not easy to master a technique. Only by remaining persistent and attentive during the boring and difficult moments of the learning process， can you solidify your knowhow and become a true technician，” Wu told Beijing Review. The 22-yearold is currently preparing for the 46th WorldSkills Competition scheduled to take place in Shanghai in October 2022.
In the 14th Five-Year Plan （2021-25） period， China plans to increase its number of skilled workers by more than 40 million through new incentives， according to an action plan released by the Ministry of Human Resources and Social Security （MOHRSS） in July.
More efforts will go into the integration of industry and education as well as the cooperation between schools and enterprises， to attract more young people to vocational education， Premier Li Keqiang said at a conference in April.
In China， 30.88 million students are currently acquiring their skills in 11，300 vocational education institutions， according to statistics from the Ministry of Education （MOE）. Over the last five years， about 90 percent of graduates from China’s higher vocational schools were able to secure a job within six months of graduation， according to a report compiled by the National Institute of Education Sciences.
Most of the graduates were hired by the private sector， and their primary employers are in the education， construction， health and social work sectors.
Vocational education has been proven beneficial to regional development. The report read that close to 60 percent of graduates from higher vocational schools opted to work in the same locality as their alma mater， and 66 percent worked for small and medium-sized enterprises. They boost the development of the local economy with their skills.
“Some enterprises sign up graduates from our college two years in advance. More than 60 percent of our students are often booked for a job one year before graduating，” Yang Haiying， head of the enrollment and employment department at Guangzhou Light Industry Technician College in Guangzhou， Guangdong Province， told Beijing-based People’s Daily. However， the country’s total supply of skilled personnel still falls short of the huge demand for them fueled by the country’s economic development， Liu Kang， an official with the MOHRSS， said.
Earlier this year， the MOE released a new catalogue of vocational programs listing over 1，300 majors. The 2021 catalogue features curricula catering to China’s modern industrial system， including those that can help upgrade the country’s industrial base and modernize industrial chains， the ministry said.
In addition， occupational programs on infant care and smart elderly care have been included in the catalogue， in response to the growing public request for said services.
However， prejudice against vocational schools in China still exists， as some people think manual workers have a relatively low social status.
“This is caused by a lack of understanding of vocational education. Parents， influenced by traditional concepts， tend to think that skilled labor is dirty， underpaid work held in low social esteem. So they are reluctant to send their children to vocational schools，” said Liang Bing， chief mechanic with a subsidiary of China North Industries Group， a major manufacturer of civil and military products.
As a deputy to the National People’s Congress， China’s top legislature， Liang believes that to improve the social status of skilled talents， the country should issue more supporting policies， increasing their wages and providing preferential treatment in terms of housing， children’s education and pension.
To promote the development of vocational education and the training of more high-caliber technical professionals， China’s top legislature recently began discussing a draft amendment to the current Vocational Education Law， which first came into effect in September 1996. The draft law stipulates that vocational education is as important as general education. It calls for leveraging the principal role of enterprises in vocational education and encourages social participation. The draft also defines further measures in support of the teaching staff as well as the funding mechanisms of vocational education.
Wu noted that after winning multiple skills competitions， technicians can earn honorary titles and enjoy special government allowances， or obtain a teaching position at certain vocational schools just like he did.
In September 2020， nine Chinese Government bodies， including the MOE and the MOHRSS， released the Vocational Education Quality Improvement Action Plan （2020-23）， covering broad goals for the country’s trade schools as part of a plan for implementing the reform of vocational education systems announced in February 2019. The action plan seeks to encourage international cooperation. For example， foreign trade schools are encouraged to establish Chinese-foreign collaborations， and promote the localized international experience for more innovation.
Also， China has launched overseas vocational education programs to cultivate professional and technical personnel for Chinese firms outside of China while boosting local employment. One standout example is the Luban Workshop program launched in 2016. The professional disciplines taught in these workshops include the making of industrial robots， cloud computing， high-speed train maintenance， Chinese cuisines and traditional Chinese medicine， among others. The disciplines are taught by professional teams from China and partner countries to meet the employment needs of each host country. The supporting teaching materials， including textbooks and multimedia courseware， are available in different languages.
The action plan says vocational college teachers are encouraged to study or train abroad. Chinese trade schools can conduct joint academic research， discuss and formulate standards on vocational education and set up staff and student exchange programs with leading foreign vocational institutions. The main objective here is to raise the international influence of Chinese vocational education.
On the other hand， the action plan also promises opportunities for foreign vocational schools in China. David Andrew Phoenix， Vice Chancellor of London South Bank University， told a higher education webinar in April that China has pledged to roll out vigorous efforts for the high-quality development of technical and vocational education. Subsequently， with enhanced partnerships， great opportunities lie ahead for those British institutions that possess both the skills and experience.
“China is very much open to international cooperation in education at all levels， including vocational education. We welcome your initiatives， new ideas and new models of partnerships，” said Zhang Jin， Minister Counselor responsible for educational affairs at the Embassy of China in Britain. BR
Eight years ago， Wu graduated from middle school and chose to study architectural engineering at a vocational school. Gradually， he developed a passion for masonry and became one of the top stoneworkers nationwide.
“It’s not easy to master a technique. Only by remaining persistent and attentive during the boring and difficult moments of the learning process， can you solidify your knowhow and become a true technician，” Wu told Beijing Review. The 22-yearold is currently preparing for the 46th WorldSkills Competition scheduled to take place in Shanghai in October 2022.
In the 14th Five-Year Plan （2021-25） period， China plans to increase its number of skilled workers by more than 40 million through new incentives， according to an action plan released by the Ministry of Human Resources and Social Security （MOHRSS） in July.
More efforts will go into the integration of industry and education as well as the cooperation between schools and enterprises， to attract more young people to vocational education， Premier Li Keqiang said at a conference in April.
A satisfying alternative
In China， 30.88 million students are currently acquiring their skills in 11，300 vocational education institutions， according to statistics from the Ministry of Education （MOE）. Over the last five years， about 90 percent of graduates from China’s higher vocational schools were able to secure a job within six months of graduation， according to a report compiled by the National Institute of Education Sciences.
Most of the graduates were hired by the private sector， and their primary employers are in the education， construction， health and social work sectors.
Vocational education has been proven beneficial to regional development. The report read that close to 60 percent of graduates from higher vocational schools opted to work in the same locality as their alma mater， and 66 percent worked for small and medium-sized enterprises. They boost the development of the local economy with their skills.
“Some enterprises sign up graduates from our college two years in advance. More than 60 percent of our students are often booked for a job one year before graduating，” Yang Haiying， head of the enrollment and employment department at Guangzhou Light Industry Technician College in Guangzhou， Guangdong Province， told Beijing-based People’s Daily. However， the country’s total supply of skilled personnel still falls short of the huge demand for them fueled by the country’s economic development， Liu Kang， an official with the MOHRSS， said.
Earlier this year， the MOE released a new catalogue of vocational programs listing over 1，300 majors. The 2021 catalogue features curricula catering to China’s modern industrial system， including those that can help upgrade the country’s industrial base and modernize industrial chains， the ministry said.
In addition， occupational programs on infant care and smart elderly care have been included in the catalogue， in response to the growing public request for said services.
However， prejudice against vocational schools in China still exists， as some people think manual workers have a relatively low social status.
“This is caused by a lack of understanding of vocational education. Parents， influenced by traditional concepts， tend to think that skilled labor is dirty， underpaid work held in low social esteem. So they are reluctant to send their children to vocational schools，” said Liang Bing， chief mechanic with a subsidiary of China North Industries Group， a major manufacturer of civil and military products.
As a deputy to the National People’s Congress， China’s top legislature， Liang believes that to improve the social status of skilled talents， the country should issue more supporting policies， increasing their wages and providing preferential treatment in terms of housing， children’s education and pension.
To promote the development of vocational education and the training of more high-caliber technical professionals， China’s top legislature recently began discussing a draft amendment to the current Vocational Education Law， which first came into effect in September 1996. The draft law stipulates that vocational education is as important as general education. It calls for leveraging the principal role of enterprises in vocational education and encourages social participation. The draft also defines further measures in support of the teaching staff as well as the funding mechanisms of vocational education.
Wu noted that after winning multiple skills competitions， technicians can earn honorary titles and enjoy special government allowances， or obtain a teaching position at certain vocational schools just like he did.
International cooperation
In September 2020， nine Chinese Government bodies， including the MOE and the MOHRSS， released the Vocational Education Quality Improvement Action Plan （2020-23）， covering broad goals for the country’s trade schools as part of a plan for implementing the reform of vocational education systems announced in February 2019. The action plan seeks to encourage international cooperation. For example， foreign trade schools are encouraged to establish Chinese-foreign collaborations， and promote the localized international experience for more innovation.
Also， China has launched overseas vocational education programs to cultivate professional and technical personnel for Chinese firms outside of China while boosting local employment. One standout example is the Luban Workshop program launched in 2016. The professional disciplines taught in these workshops include the making of industrial robots， cloud computing， high-speed train maintenance， Chinese cuisines and traditional Chinese medicine， among others. The disciplines are taught by professional teams from China and partner countries to meet the employment needs of each host country. The supporting teaching materials， including textbooks and multimedia courseware， are available in different languages.
The action plan says vocational college teachers are encouraged to study or train abroad. Chinese trade schools can conduct joint academic research， discuss and formulate standards on vocational education and set up staff and student exchange programs with leading foreign vocational institutions. The main objective here is to raise the international influence of Chinese vocational education.
On the other hand， the action plan also promises opportunities for foreign vocational schools in China. David Andrew Phoenix， Vice Chancellor of London South Bank University， told a higher education webinar in April that China has pledged to roll out vigorous efforts for the high-quality development of technical and vocational education. Subsequently， with enhanced partnerships， great opportunities lie ahead for those British institutions that possess both the skills and experience.
“China is very much open to international cooperation in education at all levels， including vocational education. We welcome your initiatives， new ideas and new models of partnerships，” said Zhang Jin， Minister Counselor responsible for educational affairs at the Embassy of China in Britain. BR