教育部：2022年中國職業教育發展白皮書（86頁）.pdf

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1、中國職業教育發展報告中華人民共和國教育部REPORT ON THE DEVELOPMENT OF VOCATIONAL EDUCATION IN CHINAMinistry of Education of the Peoples Republic of China20122022年5 序言職業教育是國民教育體系和人力資源開發的重要組成部分。發展職業教育，已經成為世界各國應對經濟、社會、人口、環境、就業等方面挑戰，實現可持續發展的重要戰略選擇。中國職業教育源遠流長，師徒制教學有著悠久的歷史，主要有父業子承、合同式學徒制、行業學徒制等形式。19世紀中葉，中國為了“自強”“求富”，一批有識之士創建了

2、福建船政學堂等實業學校，標志著中國 近代學校職業教育的正式誕生。職業教育始終與國家命運和家庭幸福緊密聯系，承擔著經世利民、求是致用的歷史重任。進入新時代，中國政府高度重視職業教育，把職業教育擺在經濟社會發展和教育改革創新更加突出的位置。職業學校 70%以上的學生來自農村，“職教一人，就業一人，脫貧一家”成為阻斷貧困代際傳遞見效最快的方式，在中國開展脫貧攻堅、全面建成小康社會中發揮了重要作用。職業教育肩負著培養多樣化人才、傳承技術技能、促進就業創業的重任，為支撐國家產業結構轉型升級、推進中國制造和服務的水平、保障民生等方面作出了突出貢獻。經過長期的實踐探索，中國形成了獨具特色的現代職業教育發展范

3、式。實踐表明，緊跟經濟社會發展需求，服務產業升級，推進產教融合、校企合作，是職業教育高質量發展的動力源；堅持扎根中國大地、立足中國國情，服務區域產業發展，是職業教育增強適應性的深厚土壤；落實立德樹人根本任務，培養德技并修、手腦并用、終身發展的高素質技術技能人才，促進教育鏈、人才鏈與產業鏈、創新鏈有效銜接，促進就業創業，是提高社會貢獻度和認可度的根本途徑。海納百川，相倚為強。世界職業教育的蓬勃發展，離不開各國先進特色理念和經驗的相互啟發、相互砥礪。在經濟全球化的大潮中，任何一個國家的職業教育都不能獨處一隅，只有交流對話才能協同并進、不6序言斷超越；中國既學習借鑒國際先進的職業教育發展經驗，也愿意

4、與各國共享經驗成果，以更加開放的姿態和自覺的擔當，為建設更高水平的現代職業教育、助力建設人類命運共同體作出積極貢獻。為介紹中國職業教育發展成就，與國際社會分享中國職業教育創新舉措、發出職業教育合作邀約，特發布本報告。9目錄第一篇第二篇第三篇共生發展：現代化進程中的中國職業教育 一 支撐經濟高質量發展.13 二 推動社會協調發展.14 三 服務高質量教育體系.15 四 促進國際交流與合作.16固本培元：中國職業教育改革紀實 一 確立職業教育類型定位.21 二 完善現代職業教育體系.22 三 加強職業教育內涵建設.24 四 打造多方協同治理體系.26 五 加大職業教育辦學投入.28守正創新：中國職

5、業教育制度模式 一 堅持政府主導、多元辦學.33 二 堅持立德樹人、德技并修.34 三 堅持產教融合、校企合作.35 四 堅持面向實踐、強化能力.36 五 堅持面向市場、促進就業.37 六 堅持面向人人、因材施教.3710目錄第四篇開放共享：面向世界的合作與展望 一 增進職業教育未來發展新共識.41 二 擴大職業教育國際合作朋友圈.42 三 合作共鑄人類技能開發大體系.43 結束語.4611 共生發展：現代化進程中的中國職業教育第一篇13一 支撐經濟高質量發展現代化是人類歷史發展的偉大變革，是以工業化為核心，推動經濟增長、思想革命、制度創新和社會轉型的發展歷程。中國式現代化是一個具有幾千年農業

6、文明大國的現代化，是超大人口規模的現代化，是經濟、社會、文化、教育的全面現代化。中國職業教育與中國現代化共生發展，發揮著服務經濟發展、促進民生改善、優化教育體系、增進國際交流的作用，在面向世界的現代化進程中作出了不可替代的貢獻。一 支撐經濟高質量發展中國加快推進經濟結構調整和產業轉型升級，邁向更高質量、更有效率、更加公平、更可持續、更為安全的發展之路。職業教育作為對接產業最密切、服務經濟最直接的教育類型，在經濟高質量發展中起到了重要的人力資源供給和生產力轉化作用。為產業經濟提供源源不斷人才紅利。中國職業教育主動適應經濟結構調整和產業變革，緊盯產業鏈條、市場信號、技術前沿和民生需求，設置 1 3

7、00 余種專業和 12 余萬個專業點，覆蓋國民經濟各領域。近十年來，累計為各行各業培養輸送 6 100 萬高素質勞動者和技術技能人才，在現代制造業、戰略性新興產業和現代服務業等領域，一線新增從業人員 70%以上來自職業學校畢業生，促進中國人口紅利的釋放與實現，推動先進技術和設備轉化為現實生產力，為中國產業鏈、供應鏈保持強大韌性、行穩致遠提供了基礎性保障和有生力量。為數字經濟跑出加速度提供先導力量。伴隨工業信息化、智能化轉型，中國職業教育緊盯數字技術前沿，加快專業升級改造，布局一批新興專業，提升數字技能人才培養能力。大力改造提升傳統專業，從專業名稱到專業內涵全面推進數字化，使人才培養適應數字經濟

8、變14第一篇 共生發展：現代化進程中的中國職業教育革。優化和加強 5G、人工智能、大數據、云計算、物聯網等領域相關專業設置，重點打造互聯網應用技術、大數據技術與應用等高水平專業群，擴大數字技能人才供給。開發設計大數據分析與應用、云計算平臺運維與開發等職業技能等級證書，并融入職業學校人才培養全過程，與華為、騰訊等數字經濟頭部企業聯合培養培訓大批數字化技術技能人才，服務數字產業化和產業數字化。為生態經濟提供“綠色技能”轉化服務。中國正加快開展各領域低碳行動，推動全產業鏈生態化發展。職業教育積極參與綠色技能開發，設置綠色低碳技術、智能環保裝備技術等專業，擴大綠色低碳技術技能人才供給規模。在職業教育教

9、學標準體系中融入綠色低碳環保理念，將綠色技能納入國家職業院校技能大賽賽項內容，把綠色要素、綠色理念融入職業學校課堂教學全要素、全過程。中國加強與國際合作組織在綠色技能開發上的合作，通過亞太經合組織（APEC）的“職業教育系統開發綠色技能”項目，將綠色、環保、可持續發展理念融入職業教育與培訓體系之中。二 推動社會協調發展職業教育是提升社會流動性、防止階層固化、保持社會活力的重要途徑，在滿足人的多樣化發展，推進社會協調發展上發揮著重要作用。為人的多樣化發展提供通道。中國樹立開放包容融合的大教育觀，建立適應多樣化發展需要，縱向貫通、橫向融通，服務全民終身學習的現代職業教育體系，為不同性格稟賦、不同興

10、趣特長、不同素質潛力、不同學習階段的學生提供多樣化選擇、多路徑成才機會，讓更多學生就業有本領、升學有渠道、發展有通道。每年有 30 萬左右的退役15三 服務高質量教育體系軍人、下崗待就業人員、農民工和新型職業農民等社會生源接受高等職業教育。連續舉辦全國職業院校技能大賽，讓職業學校學生獲得展示技能風采、實現人生價值的機會和舞臺。為實現高質量就業搭建階梯。職業教育堅持面向市場、服務發展、促進就業的辦學方向，緊跟產業發展步伐，人才培養對崗位要求的適應性不斷增強，職業學校畢業生就業率連續保持高位，中職、高職畢業生就業率分別超過 95%和 90%，專業對口就業率穩定在 70%以上。職業學校畢業生就業崗位

11、遍布高端產業和產業高端，高職畢業生半年后年收入顯著高于城鄉居民人均可支配收入平均水平。為縮小貧富差距提供途徑。中國政府大力發展面向農業農村的職業教育，構建農村職業教育與培訓優質資源體系，15%的高職院校年開展新型職業農民培訓超過 5 000 人/日，培養了大批“土專家”“田秀才”“鄉創客”“致富帶頭人”，有效服務現代鄉村產業體系建設。職業學校 70%以上學生來自農村，有力推進新型城鎮化進程，成為脫貧攻堅和鄉村振興的生力軍。2013 年至 2020 年年底，累計有800 多萬貧困家庭學生接受職業教育，“職教一人，就業一人，脫貧一家”成為阻斷貧困代際傳遞見效最快的方式。職業學校畢業生已經成為鄉村振

12、興、擴大中等收入群體的重要來源。三 服務高質量教育體系構建高質量教育體系是教育現代化的必然要求，作為與普通教育同等重要的類型教育，職業教育是構建高質量教育體系的重要內容和活力因素。優化教育結構的重要一翼。隨著新一輪科技革命和產業變革16第一篇 共生發展：現代化進程中的中國職業教育不斷深化，世界各國空前重視產業鏈全鏈條的協同布局，加大研發人才、工程人才、技術人才、技能人才的協同培養。近年來，中國將職業教育作為優化教育結構和教育綜合改革的重要突破口，提高職業教育質量，增強職業教育適應性，職業教育在規模和質量上同步提升，穩居中國教育的半壁江山，動態適應新經濟、新技術、新業態、新職業發展變化。促進教育

13、公平的必由之路。中國始終堅持以人民為中心的發展思想，將職業教育作為優質教育均衡發展的重要內容，努力讓 14 億多人民享有公平而有質量的教育。為保障人人都有機會接受職業教育，中國政府建立了職業教育免、補、助、獎、貸等助學體系，中職免學費、助學金分別覆蓋超過 90%和 40%的學生，高職獎學金、助學金分別覆蓋近 30%和 25%的學生。職業教育還為殘障人士、生活困難者等弱勢群體提供多種形式教育和技能培訓，在促進職業教育與普通教育、特殊教育、繼續教育協調發展方面發揮重要作用。四 促進國際交流與合作和羹之美，在于合異。中國職業教育面向世界、融通中西，在“引進來”“走出去”中不斷實現“再提升”，推動構建

14、開放型經濟體系，成為國際經濟、技術和文化交流合作的重要載體。助力國際產能合作。職業教育伴隨中國企業和產品“走出去”、服務共建“一帶一路”，與 70 多個國家和國際組織建立了穩定聯系，與19 個國家和地區合作建成 20 家“魯班工坊”，在 40 多個國家和地區合作開設“中文職業教育”特色項目，培養了大批懂中文、熟悉中華傳統文化、當地中資企業急需的本土技術技能人才；一大批中國職業學17四 促進國際交流與合作校教師涉重洋，手把手將職業技能和經驗傳授給當地青年，幫助“一帶一路”沿線國家培養技術技能人才，助力合作國家工業化進程。推動技術文化交流。中國積極參與世界技能大賽，以賽會友、以賽促技。自 2010

15、 年正式加入世界技能組織，近五屆世界技能大賽累計獲得 36 枚金牌、29 枚銀牌、20 枚銅牌，參賽項目和參賽規模不斷擴大。面向歐洲地區，打造中歐“雙元制”產教融合平臺，加強與德國、法國、瑞士等歐洲國家相關行業領域優質企業職教合作，推動成立“中國 中東歐國家職業院校產教聯盟”，搭建與中東歐國家校企合作平臺；面向非洲地區，啟動“未來非洲中非職業教育合作計劃”，合作成立“中非職教合作聯合會”，進一步加強與非洲國家職業學校的聯系與交流；面向東南亞地區，實施“中國東盟雙百職校強強合作旗艦計劃”，在中國和東盟國家職業學校中已遴選 80 對特色合作項目。2022 年，主辦金磚國家職業教育聯盟大會，成立金磚

16、國家職業教育聯盟，舉辦金磚國家職業技能大賽，積極推動金磚國家加強職業教育領域交流對話。固本培元：中國職業教育改革紀實第二篇21一 確立職業教育類型定位2012 年以來，中國政府把職業教育作為與普通教育同等重要的類型教育，不斷加大政策供給、創新制度設計，加快建設現代職業教育體系，構建多元辦學格局和現代治理體系。中國職業教育實現由參照普通教育辦學向相對獨立的教育類型轉變，進入提質培優、增值賦能新階段。一 確立職業教育類型定位2014 年，國務院召開全國職業教育工作會議，教育部等六部門印發現代職業教育體系建設規劃（20142020 年），明確到 2020 年形成適應發展需求、產教深度融合、中職高職銜

17、接、職業教育與普通教育相互溝通，體現終身教育理念，具有中國特色、世界水平的現代職業教育體系。教育部啟動實施高等職業教育創新發展行動計劃（20152018 年）和職業院校管理水平提升行動計劃（20152018 年），全面激發職業學校辦學活力，提升辦學質量。2019 年，國務院出臺國家職業教育改革實施方案，提出“職業教育與普通教育是兩種不同教育類型，具有同等重要地位”，整體搭建職業教育體制機制改革的“四梁八柱”，集中釋放了一批含金量高的政策紅利。2020 年，教育部等九部門印發職業教育提質培優行動計劃（20202023 年），進一步確立國家宏觀管理、省級統籌保障、學校自主實施的工作機制。31 個省

18、份和新疆生產建設兵團的 4 562 所學校和有關單位承接任務，計劃投入3 075億元。2021年，中共中央辦公廳、國務院辦公廳印發關于推動現代職業教育高質量發展的意見，系統梳理中國職業教育改革實踐經驗，從鞏固職業教育類型定位、推進不同層次職業教育縱向貫通、促進不同類型教育橫向融通三個方面強化職業教育類型特色。22第二篇 固本培元：中國職業教育改革紀實2022 年 5 月 1 日，新修訂的中華人民共和國職業教育法（以下簡稱新職業教育法）正式實施，明確“職業教育是與普通教育具有同等重要地位的教育類型，是國民教育體系和人力資源開發的重要組成部分，是培養多樣化人才、傳承技術技能、促進就業創業的重要途徑

19、”，標志著現代職業教育體系建設進入新的法治化進程，也意味著職業教育“類型”地位在法理上得到保障。十年來，中國職業教育不斷深化改革，探索建立“職教高考”制度，實施“文化素質+職業技能”分類考試招生；規范特色培養過程，從培養目標、課程設置、學時安排、實踐教學、畢業要求等方面對職業學校專業人才培養方案制訂提出具體要求，為專業人才培養和質量評價提供基本依據；建立實習管理制度，明確實習的內涵和邊界，重點對職業學校實習治理水平提出系列措施；將職業本科納入現有學士學位制度體系，在學士學位授權、學位授予標準等方面強化職業教育育人特點。從頂層設計到制度標準，構建了一整套貫穿學生入口到出口、具有中國特色的職業教育

20、制度體系。二 完善現代職業教育體系近年來，中國職業教育主動適應經濟社會發展需要，落實職業學校教育和職業培訓并重，促進職業教育與普通教育橫向融通，推進不同層次職業教育縱向貫通，加快建設服務全民終身學習的現代職業教育體系（圖1）。職業學校教育包括職業啟蒙教育、中等職業學校教育、高等職業學校教育等階段。職業培訓包括技能培訓、勞動預備制培訓、再就業培訓和企業職工培訓等類別，依據職業技能標準，培訓分為初級、中級、高級職業培訓和其他適應性培訓，企業、學校、社會機構等均可開展職業培訓。23二 完善現代職業教育體系基礎教育階段開展職業啟蒙教育。全國有超過 4 500 所中、高職學校積極支持中小學開展勞動教育實

21、踐和職業啟蒙教育，輻射中小學近 11 萬所，每年參與人次超過 1 500 萬。中等職業學校教育由普通中專、成人中專、職業高中、技工學校等實施，主要招收初中畢業生或具有同等學力的社會人員，以 3 年制為主。2021 年，全國設置中等職業學校 7 294 所（不含技工學校），招生488.99 萬人，在校生 1 311.81 萬人，分別占高中階段教育招生總數和在校生總數的 35.08%、33.49%。中等職業學校畢業生可以繼續接受高等職業教育中等職業教育普通高等教育初 中小 學幼兒園學術學位專業學位研究生教育普通高中教育實施主體：高等職業學校實施主體：普通中專、成人中專、職業高中、技工學校普通教育職

22、業教育高等教育中等教育初等教育職業啟蒙學前教育級 別類 別實施主體職業培訓企業高級初級中級學校社會機構企業職工培訓再就業培訓勞動預備制度培訓技能培訓圖 1 現代職業教育體系24第二篇 固本培元：中國職業教育改革紀實高等?？?、本科和研究生教育。高等職業學校教育包括?？?、本科及以上教育層次，主要招收中等職業學校畢業生、普通高中畢業生以及同等學力社會人員，?？茷?3 年制、本科為 4 年制。2021 年，全國設置高等職業學校 1 518 所（含 32所職業本科學校），招生 556.72 萬人，在校生 1 603.03 萬人。職業本?？普猩藬岛驮谛Ｉ倲捣謩e占全國本?？聘咝Ｕ猩鷶岛驮谛Ｉ倲档?55

23、.60%、45.85%。2019 年，中國啟動“職業技能提升行動計劃”，截至 2021 年，共開展各類補貼性職業技能培訓 5 000 余萬人次。從 2019 年起，中國政府從失業保險基金結余中拿出 1 000 億元，設立專項賬戶，統籌用于職業技能提升行動。目前，全國 1 萬余所職業學校每年開展各類培訓上億人次，在開展新型職業農民培訓服務的高職院校中，141 所學校年培訓量超過 5 000 人/日，86 所學校年培訓量超過 10 000 人/日。三 加強職業教育內涵建設中國職業教育逐步從以規模擴張為主的外延式發展向以質量提升、機制完善為主的內涵式發展轉變，在標準體系構建、師資隊伍建設、校企雙主體

24、育人、數字信息化實踐等方面取得了積極成效。建設職業教育國家標準體系。建立專業、教學、課程、實習、實訓條件“五位一體”的國家標準體系。融合新技術、新業態、新職業要求，編制了中職、高職?？?、職業本科教育一體化專業目錄；先后發布了 230 個中職專業和 347 個高職專業教學標準、51 個職業學校專業實訓教學條件建設標準、136 個專業（類）頂崗實習標準以及 9 個專業儀器設備裝備規范等；制定了 497 個職業（工種）技能鑒定標準，625三 加強職業教育內涵建設萬余項行業培訓標準和 42 大類企業培訓標準。打造“雙師型”教師隊伍。實施“職業院校教師素質提高計劃”，建立“國家示范引領、省級統籌實施、市

25、縣聯動保障、校本特色研究”的四級培訓體系。2012 年以來，中央財政累計投入 53 億元，帶動省級財政投入 43 億元，超過 110 萬名職業學校教師參加國家級及省級培訓。2019 年，教育部等四部門公布 102 家企業為全國職業教育教師企業實踐基地，已通過國家職業教育智慧教育平臺發布兩批共計 537 項教師實踐項目，服務職業學校包含國家級教學創新團隊教師數量超過 2萬人。2019 年，啟動職業教育教師教學創新團隊建設工作，分兩批建設 364 個教學創新團隊，示范帶動建立省級創新團隊 500 余個、校級創新團隊 1 600 余個，教師分工協作模塊化教學的模式逐步建立，團隊能力素質全面加強。20

26、122021 年，職業學校專任教師規模從 111萬人增至 129 萬人，增幅 17%，“雙師型”教師占專業課教師比例超過50%。構建校企雙主體育人機制。近十年來，中國政府各類政策均把校企合作作為重要內容，支持職業學校與企業開展訂單班、現代學徒制、產業學院、集團化辦學等多種合作。截至 2021 年，全國組建約 1 500個職教集團，吸引 3 萬多家企業參與，覆蓋近 70%的職業學校。培育3 000 多家產教融合型企業、試點建設 21 個產教融合型城市，給予產教融合型企業金融、財政、土地等支持，享受教育費附加、地方教育附加減免及其他稅費優惠。職業學校與企業共建實習實訓基地 2.49 萬個，年均增長

27、8.6%?！笆濉逼陂g，分三批在全國布局了558個現代學徒制試點，覆蓋職業學校 501 所，1 000 多個專業點，惠及 10 萬余名學生；先后在22 個省啟動企業新型學徒制試點工作，試點企業 158 家，培養新型學徒制企業職工近 2 萬人，其中轉崗職工超過 3 670 人。26第二篇 固本培元：中國職業教育改革紀實推進職業教育數字化。近年來，中國職業教育大力推進現代信息技術應用，在信息化基礎設施建設、數字教育資源開發、人員技術培訓和管理系統應用等方面取得重要進展，數字生態建設取得積極成效。90%以上的職業學校建成了運行流暢、功能齊全的校園網；85%以上的職業學校按標準建成數字校園。建設了一

28、批在線課程平臺，建成了 203 個職業教育國家級專業教學資源庫，開發了涵蓋文理工農醫等 12 個學科門類的 992 門精品視頻公開課和 2 886 門國家級精品資源共享課。2022 年，中國實施“教育數字化戰略行動”，國家職業教育智慧教育平臺上線運行，匯聚了 1 200 個專業資源庫、6 600 余門在線精品課、2 000 余門視頻公開課，用戶覆蓋全國各省份，并惠及 180多個國家和地區，在疫情期間通過數字技術支持教育復甦，實現了“停課不停學”。四 打造多方協同治理體系中國政府確立了“管辦評分離”教育治理原則，厘清政府、學校和社會三者的權責關系，優化職業教育生態，建立系統完備、科學規范、運行有

29、效的制度體系，形成了職能邊界清晰、多元主體充分發揮作用的新局面。加強政府統籌管理作用。深化政府職能轉變，教育“統管”轉變為教育“督導”。2012 年，發布教育督導條例，明確教育督導的職能定位。2016 年，發布中等職業學校辦學能力評估暫行辦法和高等職業院校適應社會需求能力評估暫行辦法，并分別于 2016 年、2018 年、2020 年開展了三輪職業學校評估。2017 年，發布對省級人民政府履行教育職責的評價辦法，將“加快發展現代職業教育”作27四 打造多方協同治理體系為評估內容，并于 2018 年起，每年開展對省級人民政府教育職責評價工作。2020 年，發布關于深化新時代教育督導體制機制改革的

30、意見，建立教育督導部門統一歸口管理、多方參與的教育評估監測機制。強化行業自律和主動參與。積極發揮行業指導和企業重要辦學主體作用，推行產業規劃和人才需求發布制度，引導學校緊貼市場和就業形勢，動態調整專業目錄。2010 年，啟動全國行業職業教育教學指導委員會（以下簡稱行指委）建設，經過五次調整、換屆，現設置57 個行指委，各行指委共編發 60 個行業人才需求預測與專業設置指導報告，44 個行指委牽頭制訂了國家職業教育教學標準。近五年來，在行指委的指導下，校企合作開發課程 8 000 多門、編寫教材 6 000多本，行業企業提供實訓設備設施總值超過 1 500 億元、投入建設經費超過 60 億元，8

31、 萬多名企業人員到職業學校兼職，23 萬多名職業學校教師到企業實踐。提升辦學主體自治能力。持續擴大職業學校辦學自主權，積極推進以章程為引領的現代學校制度建設，激發辦學活力和自主性。2013 年，探索“知識+技能”考試招生制度，完善高考考試招生、單獨考試招生、綜合評價招生、技能考試招生、中高職貫通招生、免試招生等考試招生方式，逐步形成省級政府為主統籌管理、學生自主選擇、學校多元錄取、社會有效監督的中國特色高等職業教育考試招生制度。實行高職專業設置備案制，高職院?？勺灾髟O置指導性專業目錄內所有專業。2015 年起，在職業學校開展教學診斷與改進工作，進一步完善職業教育內部質量保證制度體系和運行機制，

32、強化落實職業學校的第一質量主體責任。構建社會監督體系。發揮利益相關方評價作用，引導職業教育良性發展。借助第三方評價，定期跟蹤評價人才培養質量，發揮監測28第二篇 固本培元：中國職業教育改革紀實評價、預測預警功能，提升教育發展動態監測能力；鼓勵各地充分依托大數據技術，探索構建區域教育綜合評價體系，進一步做好教學質量監測，注重質量分析和結果反饋，全方位精準診斷職業學校辦學中的優勢與問題。2012 年起，每年發布高等職業教育質量年度報告，2016 年起，每年發布中等職業教育質量年度報告，報告內容體系逐年完善，職業學校質量意識顯著提高。五 加大職業教育辦學投入中國加大各級財政對職業教育的投入力度，完善

33、與辦學規模、培養成本、辦學質量相適應的財政投入制度，充分利用社會資本發展現代職業教育，鼓勵社會力量舉辦和參與舉辦職業教育。發揮公共財政的主導作用。全國各級財政部門把職業教育作為投入重點，堅持把教育經費向職業教育傾斜?！笆濉逼陂g，中國職業教育經費累計投入 2.4 萬億元，年均增長 7.8，其中，財政性職業教育經費達 1.84 萬億元，年均增長 8.6，財政性職業教育經費在全部職業教育經費中占比逐年增長。職業教育生均撥款制度持續完善，中國各省份均已建立中職和高職生均撥款制度?！笆濉蹦┢?，全國中高職生均財政撥款水平達約 1.6 萬元，國家助學金政策資助中高職院校學生超過 580 萬名，財政資

34、金投入接近 119 億元，重點幫扶了 11個集中連片特困地區的學生和建檔立卡貧困戶家庭學生。鼓勵社會力量舉辦和參與舉辦職業教育。推動國有企業、民營資本成為參與和舉辦職業教育的重要力量。全國國有企業舉辦職業教育機構共 435 個，其中中央企業 197 個、地方國有企業 238 個；民辦高職學校 337 所，在校生 323 萬人；民辦中職學校在校生 249 萬人。29五 加大職業教育辦學投入中國積極探索實施職業教育股份制、混合所有制改革試點，如山東省在全國率先發布關于推進職業院?；旌纤兄妻k學的指導意見（試行），明確辦學形式、設立要求及辦學管理，全省開展混合所有制改革的職業學校達到 47 家，拉動

35、社會資本投入超百億元。實施示范性項目建設。2006 年以來，中國政府累計投入資金超 5 000 億元，先后實施國家示范性（骨干）高職院校建設計劃、國家中等職業教育改革發展示范學校建設計劃、高等職業學校提升專業服務產業發展能力項目、實訓基地建設計劃、中國特色高水平高職學校和專業建設計劃、職業教育辦學條件達標工程等重大項目，支持建設了199 所國家示范（骨干）高等職業學校，1 000 所國家中等職業教育改革發展示范學校，197 所“中國特色高水平高職學校和專業建設計劃”建設學校，3 000 多個實訓基地，大幅改善職業學校辦學條件，引領中國職業教育內涵式發展。守正創新：中國職業教育制度模式第三篇33

36、一 堅持政府主導、多元辦學中國把職業教育定位于國民教育體系和人力資源開發的重要組成部分，充分發揮中國特色社會主義制度優勢，政府主導與市場引導相結合、發展經濟與服務民生相結合、教育與產業相結合，構建了現代職業教育發展的制度體系，形成了職業教育發展的中國模式，為中國式現代化道路注入了強勁的職教力量。一 堅持政府主導、多元辦學中國實施教育優先發展戰略，把職業教育擺在經濟社會發展中的突出位置，高度重視、加快發展，用好政府“有形之手”與市場“無形之手”，在政府強力推動下，形成社會力量深度參與的多元辦學格局。強化政府主導。中國政府履行發展職業教育的重要責任，將發展職業教育納入國民經濟和社會發展規劃，與促進

37、就業創業和推動發展方式轉變、產業結構調整、技術優化升級等整體部署統籌實施，財政資金優先保障職業教育投入，公共資源優先滿足職業教育和人力資源開發需要。國家制定發展規劃、方針政策和基本標準，推出了一批引領發展的示范性項目。國家層面建立中央教育工作領導小組、國務院職業教育工作部際聯席會議等工作協調機制，統籌協調全國職業教育工作，國務院教育行政部門負責職業教育工作的統籌規劃、綜合協調、宏觀管理，其他有關部門在國務院規定的職責范圍內，分別負責有關的職業教育工作。省、自治區、直轄市人民政府負責本行政區域內職業教育工作的領導。央地協同、地方為主的管理機制日趨優化，在強調國家宏觀管理的基礎上充分尊重基層首創，

38、全方位推動職業教育發展。鼓勵多元辦學。國家實行統一的準入制度，支持社會力量廣泛、平等參與職業教育，鼓勵社會力量以資本、知識、技術、管理等要素參34第三篇 守正創新：中國職業教育制度模式與職業教育，各類主體興辦的職業學校具有同等法律地位，企業獨立辦學、集團化辦學、混合所有制辦學成為職業教育辦學的重要形式。有關行業主管部門、工會和中華職業教育社等群團組織、行業組織、企業、事業單位等依法履行實施職業教育的義務，參與、支持或者開展職業教育。多元辦學豐富了職業教育資源，釋放了市場活力，增強了職業教育的適應性。二 堅持立德樹人、德技并修培養什么人是教育的首要問題。中國職業教育堅持立德樹人，把育人和育才相統

39、一，致力于培養高素質技術技能人才、能工巧匠、大國工匠。強調育人和育才相統一。人無德不立，育人的根本在于立德。中華民族歷來崇尚道德修為，認為“德者，才之帥”，重視人的品德塑造。職業教育繼承和發揚中華民族崇德的傳統，關注學生全面成長成才，將社會主義核心價值觀培養融入人才培養全過程。深入推進課程思政，推動專業課與思政課同向同行，傳授基礎知識與培養專業能力并駕齊驅，理論與實踐并重，技術與人文融通，保證職業教育學習者實現德智體美勞的全面發展。強調職業精神與技術技能培養相融合。國家大力弘揚工匠精神，著眼學生未來的職業發展以及社會和企業對職業人的素質要求，在課程開發、教學標準制定、職業能力規范之中融入職業精

40、神培養要求，增強學生的職業認同感、自豪感，使每一個學生掌握技術技能的同時，樹立正確的勞動觀點和勞動態度，養成愛國敬業、誠實守信、勤勉盡責、精益求精、追求卓越、敢于創新等道德素養和工匠精神。35三 堅持產教融合、校企合作三 堅持產教融合、校企合作中國把產教融合、校企合作作為重要的產業政策與教育政策，融入經濟轉型升級各環節，貫穿職業教育人才開發全過程。以產教融合作為發展職業教育的基本路徑。各級政府同步規劃職業教育與經濟社會發展，將教育優先、人才先行融入各項政策。統籌職業教育和人力資源開發的規模、結構和層次，面向產業和區域發展需求，優化職業教育資源布局，加快人才培養結構調整，促進教育和產業聯動發展。

41、強化政策引導，以城市為節點、行業為支點、企業為重點，建設了一批產教融合試點城市，打造了一批引領產教融合的標桿行業，培育了一批行業領先的產教融合型企業，促進教育鏈、人才鏈與產業鏈、創新鏈有效銜接。以校企合作為辦學的基本方式。在招生就業、人才培養方案制定、師資隊伍建設、專業規劃、課程設置、教材開發、教學設計、教學實施、質量評價、科學研究、技術服務、科技成果轉化以及技術技能創新平臺、專業化技術轉移機構、實習實訓基地建設等方面，相關行業組織、企業、事業單位與職業學校等建立了合作機制。專業設置與產業需求對接、課程內容與職業標準對接、教學過程與生產過程對接，企業深度參與人才培養全過程。引企駐校、引校進企、

42、校企一體，企業與職業學校共建共享生產性實訓基地。各行業組織參與制定職業教育專業目錄和相關職業教育標準，開展人才需求預測、職業生涯發展研究及信息咨詢，促進人才培養信息對稱、供需對接。36第三篇 守正創新：中國職業教育制度模式四 堅持面向實踐、強化能力實踐是職業教育區別于其他類型教育的顯著特征。中國職業教育遵循技術技能人才的培養規律，堅持產業、行業、企業、職業、專業“五業聯動”，創新教學模式，培養造就支撐發展的高素質勞動大軍。以工學結合、知行合一為人才培養的核心理念。中國職業教育實施以實踐為主體的教學模式，將學校教育與生產勞動、社會實踐相結合，校企共同研究制定人才培養方案，按照生產實際和崗位需求設

43、計課程，開發模塊化、系統化的綜合實訓課程體系，實踐性教學學時占總學時數的 50%以上。推廣工程實踐創新項目教學、案例教學、工作過程導向教學模式，學中做、做中學，強化教學、學習、實訓相融合的教育教學活動，提升學生實踐能力。建立“學歷證書+能力證書”的雙證書制度。中國實施勞動者在就業前或者上崗前接受必要的職業教育的制度，實行學歷證書及其他學業證書、培訓證書、職業資格證書和職業技能等級證書制度。學歷證書全面反映學校教育的人才培養質量，職業技能等級證書反映職業活動和個人職業生涯發展所需要的綜合能力，促進教學標準和職業標準對接。鼓勵職業學校學生在獲得學歷證書的同時，積極取得多類職業技能類證書，拓展就業創

44、業本領。推行中國特色學徒制。中國特色學徒制基于學校、企業深度合作，以師帶徒為主要教育關系、以工作場所學習為主要學習方式，是校企協同培養技術技能人才的主要模式。在技術性、實踐性較強的專業實施學徒制，通過推進招生招工一體化、深化工學結合人才培養模式、加強專兼結合師資隊伍建設等措施，實現職業教育教學過程與生產過程相對接，校企供需匹配、學生在崗成才。37五 堅持面向市場、促進就業 六 堅持面向人人、因材施教五 堅持面向市場、促進就業中國不斷優化職業教育結構與布局，升級人才培養體系，提升就業創業能力，促進學生充分就業、高質量就業。專業設置緊密對接市場需求。中國強化就業市場對人才供給的有效調節，職業學校專

45、業發展與產業發展動態對接、同頻共振。職業教育專業實行整體規劃、動態調整、自主設置。專業目錄五年一大修、每年動態更新，除本科專業和國控專業外，職業學校依據區域發展和市場需求自主開設目錄內專業，并可申請開設目錄外專業。培養內容緊密對接就業崗位。職業學校對接新經濟、新業態、新職業，及時將新技術、新工藝、新規范等產業先進元素納入教學標準和教學內容。瞄準技術變革和產業優化升級的方向，準確定位人才培養規格，科學制定、嚴格實施人才培養方案，培養適應高端產業和產業高端需要的高素質技術技能人才，服務中國產業走向全球產業中高端。職業學校在開展技術推廣、扶貧開發、勞動力轉移培訓和社會生活教育中，將培訓內容與就業崗位

46、無縫銜接，推動培養對象更加充分更高質量就業。六 堅持面向人人、因材施教職業教育是重大的民生工程，在服務學生就業創業、社會技能提升、終身發展等方面發揮不可替代的重要作用。面向適齡青年和各類群體提供多樣化服務。職業教育堅持有教無類、因材施教，為不同學生提供公平、適合的選擇，努力使不同性格稟賦、不同興趣特長、不同素質潛力的學生都接受符合自己成長需要38第三篇 守正創新：中國職業教育制度模式的教育。面向社會大眾打開學校大門，除了適齡學生外，未升學初高中畢業生、農民、新生代農民工、退役軍人、在職員工、失業人員等各類群體，都可接受靈活多樣的職業教育和培訓，營造了人人皆可成才、人人盡展其才的良好社會環境。2

47、019 年以來，高職教育連續三年擴大招生規模，共擴招 413 萬多人，社會生源占在校生比例達 28%左右。促進各種類型教育的學習成果融通、互認?；趪衣殬I教育學分銀行，統籌學校教育和非學校教育、正規學習與非正規學習、成人教育與職業培訓等在內的各種類型的教育與培訓，制定各類學習成果認定標準、學分標準、學分積累辦法，為學習者提供能夠記錄、存儲學習經歷和成果的個人學習賬戶，實現各種成果相互可比、可銜接、可攜帶，保障技能學習的社會價值。39六 堅持面向人人、因材施教開放共享：面向世界的合作與展望第四篇41一 增進職業教育未來發展新共識搭建合作交流平臺，與世界共享中國職業教育改革成果是我們的美好愿景。

48、中國將一以貫之地堅持對外開放，以國際視野兼容并蓄，以國際胸懷開放合作，深度融入世界職業教育改革發展潮流，積極構建國際化交流平臺，致力消除貧困、增加就業、改善民生，在力所能及的范圍內承擔更多責任義務，為全球教育治理貢獻中國方案，為推動構建人類命運共同體貢獻教育力量。一 增進職業教育未來發展新共識堅持開放合作、互利共贏，創新共享開放理念，加快職業教育數字化轉型、綠色人才培養和技能供給，不斷增強職業教育適應性。凝聚數字職教共識，踐行數字職教理念，加快數字化轉型。將數字化視為本國促進社會公平、就業公正的優先戰略領域，加大優質數字技能開發應用，助力落后地區和弱勢群體的數字化能力建設。推動數字職教共商共建

49、共享，合作制定職業教育數字化建設標準，開發數字化職業教育課程，共享職業教育優質資源。合作推動“一帶一路”沿線國家和地區數字化技術應用和普及，加大數字技能供給，將數字素養納入職業教育核心能力加以培養。順應數字化時代的發展需要，探索數字產業人才培養新模式。響應綠色經濟發展需要，擴大綠色技能人才供給。將職業教育綠色轉型發展視為優先事項。把職業教育綠色發展列入國家規劃、地方政府政策和職業教育機構業務范圍，謀劃職業教育綠色發展實施路徑，并將其納入課程、教材、教學、考核、評價的各個環節。持續優化職業教育專業規劃、培養模式、人才規格等，為綠色經濟發展提供更有力的人才支撐。開展實施職業教育綠色技能開發國際協作

50、項目，構42第四篇 開放共享：面向世界的合作與展望建碳達峰、碳中和綠色技能開發國際協作平臺。面向人人，服務人人，提高職業教育開放共享水平。及時響應全體社會成員參與社會勞動、融入社會生活的個性化和多元化的需求，加大對女性人員、失業人員、青年未就業人員、殘疾人員等弱勢群體改善生活處境的支持，增進社會公正和社會團結，增強社會發展韌性。關注個體終身學習和生涯發展的需求，平衡職業教育的可遷移技能、軟技能和專業技能，優化政策和機制供給，為增進各國民生福祉作出新的貢獻。二 擴大職業教育國際合作朋友圈鹿鳴得食而相呼，伐木同聲而求友。中國將搭建更多合作平臺，開辟更多合作渠道，開展多方務實交流對話，促進各國職業教

51、育繁榮發展。建立互學互鑒、共商共享合作機制。牽頭舉辦世界職業技術教育發展大會，逐步將大會打造成職業教育領域具有重要國際影響力的機制性會議。同期辦好世界職業院校技能大賽、世界職業教育產教融合博覽會，發起成立世界職業技術教育發展聯盟，建立職業教育國際合作激勵機制，促進職業教育改革新成果更廣泛地惠及人類發展。積極參與中非合作論壇、中國東盟（10+1）、金磚國家等合作機制，擴大合作交流范圍，增進理解、分享經驗、促進發展。實施職業教育服務國際產能合作行動。不斷加大與“一帶一路”沿線國家、東盟成員國、瀾湄流域、非洲國家的合作，聚焦高鐵、通信、智能制造、航空航海、農業技術等領域，構建職業教育服務國際產能合作

52、框架，實施職業教育服務國際產能合作行動，有序優化職業教育資源投放精準性，積極探索中國企業與職業學校合作開展海外辦學，43三 合作共鑄人類技能開發大體系推動職業教育與中國企業一道“走出去”。優先推動德國先進職業教育合作項目（SGAVE）、中德“工業 4.0”產教融合項目、中瑞智能制造創新實踐基地建設項目、中瑞 ABB 產業數字化產教融合項目、法國施耐德電氣綠色低碳產教融合項目、中非職業教育產教融合、未來非洲中非職業教育合作計劃，團結世界各國合力應對人類共同挑戰，為促進產教融合、拉動就業、減貧脫貧提供系統性、高質量的中國職教方案。促進國際組織間的職業教育多邊對話。積極響應和參與國際勞工組織、聯合國

53、教科文組織、世界銀行及 OECD 等國際組織關于職業教育的倡議和活動，幫助有需要的國家提高職業教育水平。呼吁多邊對話，加強協調溝通，積極參與發展面向新興產業的職業教育、建設包容開放的職業教育、制定技能發展戰略等，在產業發展、技能開發、穩定就業等世界普遍關注的議題上積極提供中國方案。三 合作共鑄人類技能開發大體系新一輪技術革命對人們的素質結構、能力結構提出全新要求和挑戰，中國愿與世界各國共參共商，合作構建人類技能開發體系。打造“一帶一路”職業教育合作升級版。中國將秉承推進共建“一帶一路”教育行動精神，不斷拓寬與“一帶一路”沿線國家和地區的國際合作渠道，搭建國際化發展和交流的廣闊平臺。設立“一帶一

54、路”沿線國家職業教育產教協同創新中心，助推沿線國家企業與職業學校交流合作，加速科研成果合作與轉化。建立沿線國家職業教育數據共建共享機制，推動職業教育網絡教學和遠程培訓。共商共建區域性職業教育資歷框架，推進就業市場的從業標準一體化。疏通合作交流政策性瓶頸，推進職業教育領域學分互認、學位互授互認、能力證書44第四篇 開放共享：面向世界的合作與展望互通互認，促進技術技能人才國際流動。推進“中文+職業技能”國際化發展。充分尊重不同國家發展需求，推動國際中文教育與職業教育“走出去”融合發展。根據技能類別、適用人群、地域特點等因素，配合對外經貿交流和產能合作，開設形式多樣、內容豐富的“中文+職業技能”特色

55、課程，服務中國境外經貿合作區企業。發揮“中文+職業技能”國際推廣基地作用，聯合海外中資企業，因地制宜開發國別化職業技能標準和證書。重視科技賦能，打造網絡智慧課堂，將“中文+職業技能”數字資源和課程納入國際中文教育數字化平臺和國家職業教育智慧教育平臺統籌建設，幫助更多人掌握技能。擦亮“魯班工坊”中國名片。中國將堅持平等合作、優質優先、強能重技、產教融合、因地制宜的原則，堅持“魯班工坊”品牌核心要義，堅持共研、共建、共享、共用、共贏，不斷優化和完善“魯班工坊”全球布局。完善“魯班工坊”聯盟建設機制。繼續鼓勵有條件的職業學校在海外建設“魯班工坊”，繼續推動中國本土化、視野國際化的工程實踐創新項目（E

56、PIP）應用，發揮已建立的泰國、葡萄牙、埃塞俄比亞等國 EPIP 教學研究中心作用，給更多境外合作伙伴帶去先進的教學模式、優質的教學裝備。在推廣應用已有國際化專業教學標準基礎上，中外雙方合作院校持續開發“落地”國際化專業教學標準、課程體系和教學資源，推進“魯班工坊”的學歷教育納入合作國國民教育體系。完善“魯班工坊”質量認證體系，構建起中國特色、世界水準的“魯班工坊”標準模式，提升“魯班工坊”對國際產能合作、合作國青年高質量就業的服務力和貢獻度。47教育奠基未來，技術變革生活。在推動人類社會發展中，職業教育前途廣闊、大有可為。中國的職業教育發展取得了顯著成就，走出了一條具有中國特色的現代職業教育

57、發展道路。但與支撐中國經濟高質量發展的訴求相比，與人民群眾日益增長的美好生活需求相比，中國職業教育依然需要博采眾長地學習世界各國職業教育發展經驗，需要不斷地推動自身的改革創新、增強社會適應性。在全面建設社會主義現代化國家新征程上，中國將繼續把職業教育擺在更加突出的位置，把類型特色作為發展之基，把數字化轉型作為重要驅動，讓職業教育成為引領發展、面向未來的社會發展引擎。當前，面對新冠疫情的嚴峻挑戰，全球經濟發展仍然脆弱乏力。疫情的常態化倒逼了產業結構和人們生活方式的變化，職業教育必須在“順勢”和“求變”中發揮更大的經濟和民生作用。搶抓機遇發展職業教育，深入推進育人方式、辦學模式、管理體制、保障機制

58、改革，儲備強大的技術和人力資源。孤舉者難起，眾行者易趨。人類是休戚與共的命運共同體，堅持共建共享、合作共贏是破解世界各國發展困局的“對癥良藥”。中國愿意同世界各國一道，開誠布公、互通有無，把職業教育作為傳播技能、傳播文明、傳播友誼的橋梁紐帶，與世界各國齊心戮力、同向同行，攜手開創人類美好未來。結束語51PrefaceVocational education is part and parcel of the national education system and human resources development.To develop vocational education has

59、become an important strategic option for countries in the world in response to economic,social,environmental,employment and population challenges,among others.Vocational education in China has a long history.The time-honored apprenticeship in China used to take the form of passing skills from father

60、 to son,or from master to apprentice based on contracts or sectors.As early as the mid-1990s,to seek self-strength and prosperity in China,a group of people of vision created the Fujian Shipbuilding Academy,which marked the formal start of modern vocational education in China.Vocational education ha

61、s always been closely linked with the destiny of the country and the nation and the happiness of the family,shouldering the historic responsibility of delivering wellbeing to the people through pragmatic means.Entering the new era,the Chinese government has attached great importance to vocational ed

62、ucation,featuring it more prominently in socio-economic development as well as education reform and innovation.Over 70%of students in vocational education come from the rural area.“One person in vocational education means one person in employment and one household out of poverty”.Vocational educatio

63、n has proved to be the most effective means to prevent poverty from passing down from one generation to the next,and has played a crucial role in China s efforts to fight the hard battles against poverty and to build a moderately prosperous society in all respects.Vocational education has assumed th

64、e important task of cultivating diversified talents,passing down technical skills,and promoting employment and entrepreneurship,making an 52Prefaceoutstanding contribution to supporting the transformation and upgrading of the national industrial structure,improving Chinese manufacturing and services

65、,and safeguarding people s livelihood.Through explorations and practice over the years,China has come up with a paradigm for the development of modern vocational education with distinctive features.It has been proven that to cater to the needs of economic and social development and industrial restru

66、cturing and to promote industry-education integration and school-enterprise collaboration constitute a driving force for the high-quality development of vocational education.To strike root in Chinese soil and apply it to national conditions to serve regional industrial development is what makes voca

67、tional education more adaptable.For vocational education to make a greater social contribution and win greater recognition,the fundamental means is to fulfill the primary task of cultivating virtues in the person,bring forth high-caliber technical personnel with both virtue and practical skills dedi

68、cated to lifelong learning,promote the seamless transition between the education chain,talent chain and the industrial chain and innovation chain,and facilitate employment and entrepreneurship.“The ocean is vast because it embraces all rivers.”The vigor and vitality of vocational education worldwide

69、 would not be possible without the mutual learning of different countries with their unique concepts and experiences.Amid the trend of economic globalization,no country can pursue the development of vocational education with its doors closed.Only through exchanges and dialogues can there be shared p

70、rogress and breakthroughs.China stands ready to not only learn from advanced practices and experience of vocational development in other countries,but also share its experience with other countries.With more openness 53Prefaceand a sense of responsibility,we will make greater contributions to the hi

71、gh-quality development of modern vocational education and the building of a community with a shared future for mankind.This report is hereby released with the purpose of giving an account of the achievements in the development of vocational development in China,sharing the new measures and practices

72、,and sending out the invitation for cooperation.55Table of ContentsChapter IChapter IISharedDevelopment：China sVocationalEducationintheModernizationDriveI Supporting High-Quality Economic Development.59II Promoting Coordinated Social Development.61III Serving High-Quality Education System.63IV Promo

73、ting International Exchanges and Cooperation.65 ConsolidatingtheFoundation：TrajectoryofChina sVocationalEducationReformsI Define the Type of Vocational Education.69II Improving the Modern Vocational Education System.71III Enriching the Content of Vocational Education.74IV Building a Governance Syste

74、m of Multi-Player Coordination.77V Increasing Input into Vocational Education.8156Table of ContentsStayGroundedandStrivingforInnovation：SystemsandModalsforVocationalEducationinChinaI Adhering to Government Guidance and Multi-Player Operation.87II Cultivating Virtues and Attaching Equal Importance to

75、 Virtues and Skills.89III Adhering to Integration of Industries with Education in School-Enterprise Partnerships.90IV Stressing Practice-Orientation and Capabilities.92V Facing the Market and Promoting Employment.94VI Serving Each Individual Based on Specific Conditions.95OpennessandSharing：Cooperat

76、ionandProspectsFacingtheWorldI Building New Consensus on the Future Development of Vocational Education.99II Expanding the Circle of Friends for International Vocational Education Cooperation.101III Building a Grand System for Human Skills Development through Cooperation.103Conclusion.106Chapter IVC

77、hapter IIIShared Development:Chinas Vocational Education in the Modernization DriveChapterI59I Supporting High-Quality Economic DevelopmentA great transformation in the history of human development,modernization is a process of promoting economic growth,revolution of thinking,institutional innovatio

78、n and social transformation,with industrialization at its core.Chinese-style modernization is the modernization in a country with several thousand years of agricultural civilization and a massive population that covers multi-dimensions including economic,social,cultural and educational aspects,among

79、 others.Vocational education in China has been developed in sync with the modernization drive,with a role of serving economic development,improving people s livelihood,optimizing the education system,and enhancing international exchanges,thus making irreplaceable contributions in the process of Chin

80、a s modernization which faces the world.I SupportingHigh-QualityEconomicDevelopmentChina is accelerating its efforts for economic restructuring and industrial upgrading for a development path that is more efficient,equitable,sustainable and secure of higher quality.As the type of education that is m

81、ost closely related to industries and serving the economy,vocational education has been playing an important role in human resources supply and productivity translation.-Continuously providing the dividends of human resources for industries and the economy.Following closely the industrial chain,mark

82、et signals,cutting-edge technologies and livelihood needs to adapt to economic restructuring and industrial transformation,vocational education in China now boasts over 1300 majors and over 120,000 major 60Chapter I Shared Development:Chinas Vocational Education in the Modernization Drivequalificati

83、on points,covering various sectors of the national economy.Over the past decade,vocational education has cultivated 61 million high-quality and highly-skilled personnel for various sectors.In sectors such as modern manufacturing,emerging industries of strategic importance and the modern service sect

84、or,over 70%of newly added labor forces at the frontline are graduates from vocational schools,thus releasing the population dividends,translating advanced technologies and equipment into real productivity,and providing fundamental guarantee and human resources for the strong vitality and smooth func

85、tioning of the industrial chain and supply chain in China.-Providing leading force for accelerated development of the digital economy.With the IT application and smart transformation of industries,vocational education in China has followed closely cutting-edge digital technologies,kept the design of

86、 majors up-to-date,created a number of emerging majors,and improved the digital literacy of the students.Traditional majors have been upgraded,with majors fully digitalized from name to content so as to prepare students for the digital transformation.Efforts have been made to optimize major set-ups

87、on 5G,artificial intelligence,big data,cloud computing,and the internet of things,with the focus on cultivating high-caliber professionals related to internet application technologies,and big data technologies and application to expand the supply of human resources with a high degree of digital lite

88、racy.Certificates of vocational skills in big data analysis and application,the maintenance and application of cloud-computing platforms,etc.have been developed and incorporated into the whole process of education and training in vocational schools.Joint training has been carried out between vocatio

89、nal schools and leading digital companies such as Huawei 61II Promoting Coordinated Social Developmentand Tencent to cultivate a large number of professionals with high digital skills to serve the goals of digitalizing industries and developing the digital economy.-Providing service for“green techno

90、logy”transformation of the ecological economy.China is accelerating low-carbon initiatives in various areas to preserve a sound ecological environment for the whole industrial chain.Vocational education has been involved in green skill development.Adding new majors such as green and low-carbon techn

91、ologies and smart equipment and technologies for environmental protection,the supply of professionals skilled in green and low-carbon technologies has been expanded through vocational education.The concept of green and low-carbon technologies has been incorporated into the system of standards for vo

92、cational education.Green technology skills have been included in the National Vocational Students Skills Competition.Green elements and concepts have been integrated into the whole process of vocational education.China has strengthened cooperation with international organizations on the development

93、of green technologies.Through the APEC Project“HRD 01 2014 A Systematic Design of Green Skills Development in TVET”,the concepts of green,environmentally-friendly,and sustainable development have been brought into the vocational education and training system.II PromotingCoordinatedSocialDevelopmentA

94、s an important means of increasing social mobility,preventing the stagnation of strata,and maintaining social vitality,vocational education has played an important role in satisfying people s needs for the 62Chapter I Shared Development:Chinas Vocational Education in the Modernization Drivediversifi

95、ed development and promoting coordinated social development.-Providing a passway to diversified development of the person.Guided by a grand education concept featuring openness,inclusiveness and integration,China has established a modern vocational education system that adapts to diversified develop

96、ment needs of the person and serves lifelong learning requirements with an integrated and holistic design,that provides opportunities for students of various characters,interests,and talents at different stages of learning so that everyone can make the best of their lives with bright prospects for e

97、ducation and career development.Every year around 300,000 ex-servicemen,to-be-employed workers,rural migrant workers and a new type of vocational farmers receive vocational education in China.The National Vocational Students Skills Competition is held for years on a roll to provide a stage for vocat

98、ional students to show their talents and realize the values of their lives.-Providing steps for high-quality employment.Following a market-oriented approach to serve development and promote employment,vocational education has followed industrial development closely.Training has been increasingly ada

99、pted to job prescriptions.The employment rate of vocational school graduates has been maintained at a high level,with that of secondary vocational schools and higher vocational schools surpassing 95%and 90%respectively.The major-to-job matching rate has been hovering steadily at over 70%.Vocational

100、school graduates have occupied high-end industries and industrial high-ends.The income of higher vocational school graduates after half a year in employment is markedly higher than the average disposable income of urban residents.-Providing a means to narrowing the wealth gap.Efforts have 63III Serv

101、ing High-Quality Education Systembeen devoted to the development of vocational education targeting agriculture and the rural area.A quality system of resources for rural vocational education and training has been up and running.Over 5000 people per day among the new-type of professional farmers have

102、 received training by 15%of higher vocational schools,cultivating a large number of“rural experts”,“rural creators”,and“leaders in becoming rich”and effectively serving the system of modern rural industries.Over 70%of vocational students come from the rural area.Through vocational education,they hav

103、e meaningfully promoted a new type of urbanization,constituting a thriving force for poverty reduction and rural revitalization.From 2013 to the end of 2020,a total number of over 8 million families have benefited from vocational education.“One person in vocational education means one person in empl

104、oyment and one household out of poverty”.Vocational education has proven to be the most effective way to prevent poverty from passing down from one generation to the next.Vocational school graduates have become an important source of the middle-income group and an important force for rural revitaliz

105、ation.III ServingHigh-QualityEducationSystemA high-quality educational system is the intrinsic requirement of educational modernization.As a type of education that is equally important as general education,vocational education is an important and vibrant part of building a high-quality educational s

106、ystem.-An important aspect for optimizing the educational structure.With the further deepening of the new round of scientific and technological revolution and industrial transformation,countries have paid 64Chapter I Shared Development:Chinas Vocational Education in the Modernization Driveunpreceden

107、ted attention to the coordinated layout of the whole industrial chain,with greater efforts for coordinated cultivation of R&D personnel,engineers,technicians,and professionals with varied skills.In recent years,China has taken vocational education as an important link to pursue major breakthroughs i

108、n optimizing the educational structure and carrying out comprehensive educational reforms,with improved quality,greater adaptability,and expanded scales.Vocational education has occupied half of the educational system in China in dynamic adaptability to the new economy,new technologies,new business

109、forms and new occupations.-A sure path to educational equality.China has always followed a people-centered approach.Vocational education has been taken as an important means to quality and balanced development of education in China for the goal that all the 1.4 billion population can have equal acce

110、ss to quality education.To ensure that everyone can have access to vocational education,the Chinese government has established a vocational education system that covers tuition exemption,subsidies,scholarships,student aid and student loans.For secondary vocational education,tuition exemption and aid

111、 have covered over 90%and 40%of students respectively,and those for higher vocational education nearly 30%and 25%respectively.Vocational education has made education and technological training of diversified forms available to people with disabilities or living in hardships,thus playing an important

112、 role in promoting coordinated development of vocational education,general education,special education,and continuing education.65IV Promoting International Exchanges and CooperationIV PromotingInternationalExchangesandCooperation“A delicious soup is made by combining different ingredients.”China s

113、vocational education faces the world,draws strength from both the East and the West,and continuously enhances itself through“bringing in”and“going global”.As an important part of international economic,technological,and cultural exchanges and cooperation,it helps build an open economic system.-Facil

114、itating international production capacity cooperation.With the“going global”of Chinese businesses and products,to serve Belt and Road cooperation,China s vocational education has established stable relations with over 70 countries and international organizations.With the joint establishment of 20“Lu

115、ban Workshops”in 19 countries and regions,and the launch of featured cooperation projects of“Chinese language plus vocational education”in over 40 countries and regions,a large number of local technical personnel and professionals have been cultivated who have a mastering of Chinese,and who are fami

116、liar with traditional Chinese culture and much needed by local Chinese businesses.Large numbers of vocational school teachers have travelled overseas to pass vocational skills and experience to local youth face-to-face,helping Belt and Road partners in cultivating technical professionals in their co

117、untries to propel their industrialization process.-Promoting technological and cultural exchanges.China has actively participated in the World Vocational College Skills Competition to seek excellence through competition.Since joining the World Skills Organization in 2010,it has participated in five

118、sessions of the World Vocational College Skills Competition and won a total number of 36 gold 66Chapter I Shared Development:Chinas Vocational Education in the Modernization Drivemedals,29 silver medals,and 20 bronze medals.The events it participates and the size of the Chinese delegation have been

119、expanding on a continuous basis.Facing Europe,a China-Europe“dual system vocational education”platform has been created integrating industry with education.China has strengthened vocational education cooperation with competent companies in relevant areas in Germany,France,and Switzerland.It has esta

120、blished the C-CEEVEIL:China-Central Eastern Europe Vocational Education International League,a platform for cooperation with vocational schools of Central and Eastern European Countries.Facing Africa,the“China-Africa TVET Cooperation Program”has been launched and the“China-Africa TVET Cooperation Co

121、nsortium”established,which have further strengthened contacts and exchanges with vocational schools in Africa.Facing Southeast Asia,the“China-ASEAN 100+100 Institutional Cooperation Flagship Programs”has been implemented,with 80 feature cooperation projects already identified.In 2022,China hosted th

122、e BRICS TVET Cooperation Alliance Conference,established the BRICS TVET Cooperation Alliance,and held BRICS Vocational Skills Competition,actively promoting exchanges and dialogues among BRICS countries on vocational education.67IV Promoting International Exchanges and CooperationConsolidating the F

123、oundation:Trajectory of Chinas Vocational Education ReformsChapterII69I Define the Type of Vocational EducationSince 2012,the Chinese government has put vocational education on the same bar with general education.With continuously increasing policy supplies,innovations in institutional design,and ac

124、celerated development of a modern vocational education system,a modern governance system of vocational education with diversified providers has taken shape.China s vocational education has transformed from referring to general education to a relatively independent type of education,entering into a n

125、ew stage of improving quality,seeking excellence and increasing added values.I DefinetheTypeofVocationalEducationIn 2014,the State Council of China convened the National Conference on Vocational Education.Six ministries including the Ministry of Education released the“Plan on the Establishment of a

126、Modern Vocational Education System(2014-2020)”,which laid out the goal of establishing by 2020 a modern vocational education system with Chinese characteristics and world standards that meets the needs of development,integrates industry with education,sees a seamless transition from secondary to hig

127、her vocational education,connects vocational education with general education,and reflects the concept of life-long learning.The Ministry of Education launched the“Action Plan for the Innovative Development of Higher Vocational Education(2015-2018)”and the“Action Plan for Improving the Management Le

128、vel of Vocational Schools(2015-2018)”,which kindled the enthusiasm for vocational schools to improve the quality of their education.In 2019,the State Council released the“Plan on the Implementation of Vocational Education Reforms”,stating that“vocational education 70Chapter II Consolidating the Foun

129、dation:Trajectory of Chinas Vocational Education Reformsis a different type of education from general education and assumes an equally important position”.The document laid out the supporting pillars for institutional reforms of vocational education in China,and made available a number of substantia

130、l policy dividends.In 2020,nine ministries including the Ministry of Education released the“Action Plan for Improving the Quality of Vocational Education(2020-2023)”,which further consolidated the working mechanism of macro state management,provincial-level coordination and guarantee,and independent

131、 implementation by schools.A total number of 4562 vocational schools from 31 provinces and the Xinjiang Production and Construction Corps signed up,with a total pledged investment of 307.5 billion RMB yuan.In 2021,the General Office of the CPC Central Committee,and the General Office of the State Co

132、uncil released the“Opinions on High-Quality Development of Modern Vocational Education”,which had a systematic review of China s experiences of vocational education reforms and further consolidated the features of vocational education from the three perspectives of defining the type of vocational ed

133、ucation,vertical integration of vocational education at various levels and horizontal integration of different types of education.On May 1st,2022,the revised“Law of the People s Republic of China on Vocational Education”entered into implementation,stipulating that“vocational education is a type of e

134、ducation that is equally important as general education,which is part and parcel of the national education system and human resources development,and which constitutes an important means of cultivating diversified talents,passing down technical skills,and promoting employment and entrepreneurship.Th

135、is marked that the system of modern vocational education has entered into a new stage 71II Improving the Modern Vocational Education Systemof law-based development and that the“type”of vocational education has got legal safeguards.Over the past decade,vocational education reforms have gone into grea

136、ter depth,with explorations made on setting up a“college entrance system for vocational education”,and implementing a separated admission system of“cultural quality plus vocational skills”.The process of vocational education with its features has been further standardized,with specific requirements

137、on the goals of education,curriculum design,credit hours,teaching and practice,graduation requirements,etc.,thus providing fundamental benchmarks for the cultivation and quality assessment of technical professionals.A mechanism for internship management has been established,with clearly-defined cont

138、ent and boundaries,and targeted measures on internship management of vocational schools.Undergraduate vocational education has been incorporated into the existing Bachelor s Degree system,highlighting the features of vocational education in the authorization and conferring of the Bachelor s Degree.F

139、rom top design to institutions and standards,a whole set of vocational education system with Chinese characteristics has been established covering student admission to graduation and future job prospects.II ImprovingtheModernVocationalEducationSystemIn recent years,China s vocational education has a

140、ctively adapted to the needs of socio-economic development,given equal importance to school education and vocational training,promoted horizontal integration of vocational education with general education and accelerated the building 72Chapter II Consolidating the Foundation:Trajectory of Chinas Voc

141、ational Education Reformsof a modern vocational education system that serves life-long learning of the people(Chart 1).Vocational education covers the stages of vocational enlightenment education,secondary vocational education,and higher vocational education.Vocational training covers various types

142、including skills training,pre-job training,re-employment training,and staff training,among others.Based on the standards of vocational skills,vocational training falls into the categories of primary,secondary,and higher vocational training and other adaptive training.Enterprises,schools and social o

143、rganizations can also provide vocational training.Chart 1 Modern Vocational Education SystemHigher Vocational EducationSecondary Vocational EducationGeneral Higher EducationJunior Middle SchoolPrimary SchoolKindergartenAcademic DegreeProfessional DegreePostgraduate EducationGeneral High School Educa

144、tionImplementingBody:HigherVocationalSchoolImplementingBody:GeneralVocationalSecondarySchool,AdultVocationalSecondarySchool,VocationalHighSchool,TechnicalSchoolGeneral EducationVocational EducationHigherEducationSecondarySchoolEducationElementarySchoolEducationCareerEnlightenmentPreschoolEducationLe

145、velCategoryImplementing BodyVocational TrainingEnterpriseAdvancedElementaryIntermediateSchoolSocialInstitutionEnterpriseStaffTrainingReemploymentTrainingPre-jobProtocolTrainingSkillsTraining73II Improving the Modern Vocational Education SystemVocational enlightenment education is carried out during

146、primary education.Currently over 4500 secondary and higher vocational schools have supported primary and middle schools in carrying out labor education and practice as well as career enlightenment education.Nearly 110,000 primary and middle schools have been involved,with the participation of over 1

147、5 million students every year.Secondary vocational education is provided by general secondary schools,secondary schools for adults,higher vocational schools and technical schools,which mainly admit junior middle school graduates or people with corresponding educational backgrounds.The term of educat

148、ion is mostly three years.In 2021,there were altogether 7294 secondary vocational schools in China(not including technical schools),with an admission of 4.8899 million and 13.1181 million on-campus students,accounting for 35.08%and 33.49%of total admission and on-campus students of senior middle sch

149、ool education respectively.Graduates of secondary vocational schools can continue to receive a junior college education,undergraduate education and post-graduate education.Higher vocational education includes junior college education,undergraduate education and beyond.It mainly admits graduates of s

150、econdary vocational schools,general senior high schools and those with corresponding educational backgrounds.The term of education is generally three years for junior colleges and four years for colleges.In 2021,there were altogether 1518 higher vocational schools(including 32 vocational colleges),w

151、ith an admission of 5.5672 million and 16.0303 million on-campus students.The number of vocational undergraduate and junior college students and on-campus students accounted for 55.60%and 45.85%of the total undergraduate admissions and on-campus 74Chapter II Consolidating the Foundation:Trajectory o

152、f Chinas Vocational Education Reformsstudents respectively.In 2019,China began to launch the“Action Plan for Improving Vocational Skills”.By 2021,over 50 million vocational skills training with government subsidies had been carried out.In 2019,the Chinese government established a special account of

153、100 billion RMB yuan for coordinating overall efforts to improve vocational skills from the surplus of the unemployment insurance fund.By far over 10,000 vocational schools nationwide have carried out hundreds of millions of training of various kinds.Among those providing training services for new-t

154、ype of professional farmers,the annual training by 141 higher vocational schools has exceeded 5000 people per day,and that for 86 schools has surpassed 10,000 people per day.III EnrichingtheContentofVocationalEducationChina s vocational education has moved from the expansion of scale to quality impr

155、ovement and institutional optimization,with notable progress in standard setting,faculty building,school-enterprise coordination and IT-based digital practice.-Establishing a national standard system for vocational education,which integrates majors,teaching,curriculum,internship and on-spot training

156、.A catalogue of majors has been compiled which integrates secondary vocational education,higher vocational education and vocational undergraduate education in response to the emergence of new technologies,new business forms and new occupations.Standards have been published for 230 majors in secondar

157、y vocational education,347 majors in higher vocational education,51 on-spot training sites of 75III Enriching the Content of Vocational Educationvocational schools,136 internship positions and 9 special equipment and apparatus operations.497 standards have been published for occupational skills iden

158、tification,together with training standards for over 60,000 sectors and 42 categories of enterprise training.-Building a“double-qualified”faculty.The“Program on Improving the Quality of Vocational School Teachers”has been launched.A four-tiered training system has been up and running where the state

159、 provides guidance with overall implementation coordination at the provincial level and distinctive studies at individual schools,guaranteed by cities and townships.Since 2012,the central finance has had a total input of 5.3 billion RMB yuan,with a matching fund of 4.3 billion RMB yuan at the provin

160、cial level.Over 1.1 million vocational school teachers have participated in national or provincial-level training.In 2019,four ministries including the Ministry of Education listed 102 enterprises as the bases of practice for vocational school teachers.A total number of 537 projects on teachers trai

161、ning and practice have been published in two batches on the National Smart Vocational Education Platform,which has served more than 20,000 teachers including national-level outstanding teams for teaching innovations.In 2019,the pilot work on the establishment of teaching innovation teams in vocation

162、al schools was launched.364 such teams have been established in two batches,which led to the creation of over 500 provincial-level outstanding teams for teaching innovation,and over 1600 such teams at the school level.The model of module-based teaching through the sound coordination of teachers has

163、gradually taken shape.Team capacity has thus been comprehensively enhanced.From 2012 to 2021,the number of full-time teachers in vocational schools increased from 1.11 million to 1.29 million,76Chapter II Consolidating the Foundation:Trajectory of Chinas Vocational Education Reformsan increase of 17

164、%.The percentage of“double-qualified”teachers accounted for over 50%of teachers in vocational schools.-Building a mechanism where both the enterprises and schools are major players in vocational education.Over the past decade,policies of various types have put enterprise-school collaboration high on

165、 the agenda,which supports vocational schools and enterprises in conducting cooperation through various means such as order-based training,modern apprenticeship,industrial colleges,and group-sponsored training and education.By 2021,around 1500 vocational education groups had been established,with th

166、e participation of over 30,000 enterprises and nearly 70%of vocational schools.Over 3000 industry-education integrated enterprises had been cultivated.Pilot work has been carried out for 21 cities featuring the integration of industry with education.Enterprises of the integrated type are entitled to

167、 preferential financial,fiscal,land and taxation policies such as tax reduction based on added educational values.Vocational schools and enterprises have jointly established 24,900 on-spot training bases,an increase of 8.6%YoY.During the 13th Five-Year-Plan period,558 modern apprenticeship sites wer

168、e laid out throughout the country,covering 501 vocational schools and over 1000 major qualification sites,and benefiting over 100,000 students.Pilot work was carried out in 22 provinces for a new type of apprenticeship,with the participation of 158 enterprises,cultivating nearly 20,000 staff under t

169、he new apprenticeship model,among whom 3670 turned into formally employed staff.-Promoting digitalization of vocational education.In recent years,China has vigorously promoted IT application in vocational education,with notable progress made in the building of information infrastructure,77IV Buildin

170、g a Governance System of Multi-Player Coordinationthe development of digital educational resources,as well as human resources training and management system application,thus accelerating the digitalization process.Over 90%of vocational schools have made available smooth and fully functional campus i

171、nternet.Over 85%of vocational schools have met the digital campus standard.A number of online-course platforms have been set up.203 national-level teaching resources databanks have been established,covering 992 premium open classes of 12 disciplines such as the liberal art,engineering,agriculture an

172、d medicine available on the internet and 2886 premium national-level shared classes.In 2022,China implemented the“Strategic Action Plan for Education Digitalization”.The National Smart Vocational Education Platform was formally launched online,which has pooled together 1200 databanks,6600 online pre

173、mium classes,and over 2000 video open classes,with users in every province of the country and over 180 countries and regions.As the result,with the support of digital technologies,students could continue their education during school closures.IV BuildingaGovernanceSystemofMulti-PlayerCoordinationThe

174、 principles of education governance featuring the separation of management,operation,and evaluation have been established by Chinese government,which have clearly defined the relations of power and responsibility between governments,schools and society,and improved the ecology for vocational educati

175、on.A systematic,scientific,and fully-functioning system has been set up,with clearly-defined boundaries and active roles of multi-players.78Chapter II Consolidating the Foundation:Trajectory of Chinas Vocational Education Reforms-Enhancing the role of overall coordination and management by the gover

176、nment.Reforms have been deepened to transform government functions from“overall management”to“supervision and guidance”.In 2012,the“Regulation on Education Supervision and Guidance”was released,which clearly defined the role of government as supervision and guidance in the area of education.In 2016,

177、the“Interim Regulations on the Evaluation on the Operating Capabilities of Secondary Vocational Schools”and“Interim Regulations on the Evaluation of Higher Vocational Schools Capabilities to Meet Social Development Needs”were released.Three rounds of school evaluation were carried out in 2016,2018,a

178、nd 2020.In 2017,the“Regulations on the Evaluation of Fulfillment of Responsibilities in Education by Provincial-Level People s Government”was released,making“accelerating the development of modern vocational education”an important part of the evaluation.Starting from 2018,evaluation has been carried

179、 out every year to see to it that people s governments at the provincial level fulfill their responsibilities concerning education.In 2020,the“Opinions on Reforms of Education Supervision and Guidance Systems and Mechanisms in the New Era”was published,which established the education evaluation and

180、monitoring mechanism with the overall management of education supervision authorities and multi-player participation.-Emphasizing sector-wise self-discipline and active participation.Attention has been given to give full play to sector-wise guidance and the major role of enterprises in the operation

181、 of vocational schools.Information on industrial planning and human resources requirements has been released on a regular basis,guiding schools to follow market demand and the employment situation closely and dynamically readjust 79IV Building a Governance System of Multi-Player Coordinationthe cata

182、logue of majors.In 2010,work started on the establishment of the Steering Committees for Vocational Education for Various Sectors Nationwide(hereinafter referred to as the Steering Committees).After five rounds of adjustments and changes of terms,there are currently 57 Steering Committees for variou

183、s sectors,which have altogether published 60 guiding reports on future human resources requirements and major set-up forecasts.44 Steering Committees have led the efforts to formulate teaching standards for vocational education.Over the past five years,with the guidance of the Steering Committees in

184、 various sectors,enterprises and vocational schools have worked together in developing over 8000 courses,and compiling over 6000 textbooks.Enterprises of various sectors have contributed over 150 billion RMB yuan worth of training equipment and facilities and over 6 billion RMB yuan of construction

185、costs.Over 80,000 enterprise staff have worked part-time at vocational schools.Over 230,000 vocational school teachers have had on-site practice in enterprises.-Improving autonomous capabilities of school operators.Great autonomy has been given to vocational schools in their school operation.Efforts

186、 have been rolled out to guide a modern school system based on charters to stimulate the vitality and initiative of schools.In 2013,explorations started on an exam and admission system of“knowledge plus skills”,to improve the various means of exams and admissions such as admission based on grades of

187、 college-entrance exams,independent tests,comprehensive assessment,skills tests,seamless transition from secondary vocational school to higher vocational school,and test-free admissions.A system of exams and admissions with Chinese characteristics featuring overall management of provincial-level gov

188、ernment,independent choice of 80Chapter II Consolidating the Foundation:Trajectory of Chinas Vocational Education Reformsstudents,diversified school admission,and effective social supervision has been established.A mechanism of record-keeping of the major set-up of higher vocational schools has been

189、 established.Higher vocational schools have the autonomy to set any major on the guiding catalogue.Starting from 2015,work began to roll out on the diagnosis and improvement of vocational school education to further improve the self-guarantee system for education quality and effective operation,and

190、see to it that vocational schools shoulder the primary responsibilities for education quality.-Building a social supervision system.The role of evaluation by various stakeholders has been brought into full play to guide the sound development of vocational education.By using third-party evaluation,qu

191、ality evaluation of human resources cultivation is carried out on a regular basis.With the functions of monitoring and evaluation as well as forecast and pre-warning,the capacity for dynamic monitoring of education has been improved.Localities are encouraged to explore the establishment of a region-

192、wide comprehensive education evaluation system based on big-data technologies,so as to further improve teaching quality monitoring.With attention to quality analysis and result feedback,the strengths and problems in the operation of vocational schools will be identified through all-dimensional targe

193、ted diagnosis.Starting from 2012,an annual report on the quality of higher vocational education has been published.Starting from 2016,an annual report on the quality of secondary vocational education has been published.The contents of the reports have been improved every year,with the quality awaren

194、ess of vocational schools markedly increased.81V Increasing Input into Vocational EducationV IncreasingInputintoVocationalEducationFiscal input into vocational education at various levels has been increased.The system of fiscal input has been improved based on school scale,the cost of training,and t

195、he quality of education.Social capital has been fully tapped to develop modern vocational education.Non-governmental players have been encouraged to join the forces in providing vocational education.-Giving full play to the guiding role of public finance.Financial authorities at various levels have

196、given priority to vocational education,with more educational expenditure on vocational education.During the 13th Five-Year-Plan period,a total of 2.4 trillion RMB yuan was put into vocational education in China,an annual increase of 7.8%,of which fiscal allocations on vocational education reached 1.

197、84 trillion RMB yuan,an increase of 8.6%.The percentage of fiscal allocation on vocational education in overall vocational education input has been on the increase every year.The mechanism for fiscal allocation of vocational education per student has been continuously improved.The mechanism of fisca

198、l allocation per student for secondary and higher vocational education has been established in every province of China.By the end of the 13th Five-Year-Plan period,the average fiscal allocation for secondary and higher vocational students had reached 16,000 RMB yuan.National student aid had covered

199、more than 5.8 million secondary and higher vocational students.Total fiscal input reached around 11.9 billion RMB yuan,with the major beneficiaries being students from the 11 concentrated poor regions and students of registered poor households.-Non-governmental players are encouraged to provide whol

200、e or 82Chapter II Consolidating the Foundation:Trajectory of Chinas Vocational Education Reformspartial vocational education.SOEs(state-owned enterprises)and private capital have become important forces for vocational education.A total of 435 SOEs have set up institutions of vocational education,inc

201、luding 197 central enterprises and 238 local enterprises.There are currently 337 higher vocational schools operated by non-governmental forces,with 3.23 million on-campus students.There are 2.49 million on-campus students in non-governmental secondary vocational schools.Explorations have been made b

202、y Chinese government to carry out pilot work on sharing-holding reforms and mixed-ownership reforms of vocational education.For instance,Shandong province took the lead in publishing the“Guiding Opinions on Mixed-Ownership Vocational Schools(Interim)”,with clear stipulations on the forms of school o

203、peration,thresholds for school initiation,and management requirements.47 vocational schools in the province have carried out mixed-ownership reforms,driving up over 10 billion RMB yuan of social capital input.-Implementing projects with amplifying effects.Since 2006,the Chinese government has made a

204、 total input of over 500 billion RMB yuan in a series of major projects including the plan for national-level demonstration(backbone)higher vocational education institutes,the plan for demonstration secondary vocational schools for education reforms,the project to improve the capacity of higher voca

205、tional schools to provide professional services for the development of industries,and the program to meet operation standards for vocational schools.With such support,199 national-level demonstration(backbone)higher vocational schools,1000 demonstration secondary vocational schools for education ref

206、orms,197 schools under the“program for high-level higher vocational schools and major set-up with Chinese characteristics”,and over 3000 on-spot 83V Increasing Input into Vocational Educationtraining bases have sprung up,which has greatly improved the conditions for vocational schools and guided the

207、 content-intensive development of vocational education in China.85V Increasing Input into Vocational EducationStay Grounded and Striving for Innovation:Systems and Modals for Vocational Education in ChinaChapterIII87I Adhering to Government Guidance and Multi-Player OperationVocational education is

208、part and parcel of the national education system and human resources development in China.Fully tapping into the institutional strength of socialism with Chinese characteristics,combining government guidance with market orientation and growing the economy with serving people s wellbeing,linking educ

209、ation with industries,a system for the development of modern vocational education has been established,and a Chinese model for the development of vocational education has taken shape,which has injected strong impetus for Chinese-style modernization.I AdheringtoGovernmentGuidanceandMulti-PlayerOperat

210、ionWith the development strategy of putting education front and center,China has put vocational education high on the agenda of economic and social development.Attaching great importance to vocational education and making good use of both the“visible hand”of government and the“invisible hand”of the

211、market,a paradigm of diversified vocational education operation has taken shape with strong government pushing and deep participation of social forces.-Emphasizing government guidance.The Chinese government has shouldered the important responsibility of developing vocational education,incorporating

212、vocational education into overall plans for national socio-economic development in its overall efforts to promote employment and entrepreneurship,the transformation of development modes,industrial restructuring,and technological upgrading.Fiscal allocations have favored vocational education and publ

213、ic resources 88Chapter III Stay Grounded and Striving for Innovation:Systems and Modals for Vocational Education in Chinahave prioritized meeting the needs of vocational education and human resources development.The government has formulated development plans,policies and basic standards and rolled

214、out a number of demonstration projects.A central leadership group on education has been set up at the national level,with the joint inter-ministerial mechanism of coordination on education established by the State Council,providing overall coordination on the development of vocational education in C

215、hina.Educational and administrative authorities of the State Council are in charge of overall planning,comprehensive coordination,and macro management for vocational education.Other ministries of the State Council fulfill their defined functions concerning various aspects of vocational education.Peo

216、ple s governments at the provincial,autonomous region and municipality levels are responsible for vocational education development within their jurisdictions.A mechanism of central government-local government coordination with the localities playing a major role has been improved.On the basis of mac

217、ro-state management,the initiatives of localities have been fully respected to promote the development of vocational education in all respects.-Encouraging diversified providers of vocational education.With a unified system of admission threshold,various non-governmental forces are supported to part

218、icipate in vocational education on an equal footing through various means such as the input of capital,knowledge,technology,or management.Vocational schools by various stakeholders enjoy the same legal status.Vocational schools independently run by enterprises,or operated by enterprise groups or in

219、mixed-ownerships have become important forms of vocational education.Relevant sector-wise authorities,trade unions,the National Association of Vocational Education 89II Cultivating Virtues and Attaching Equal Importance to Virtues and Skillsof China,sector organizations,enterprises,and public instit

220、utions shoulder responsibilities for vocational education according to law with their participation,support or operation.Multi-stakeholder provision of vocational education has enriched the resources of vocational education,released market vitality,and increased the adaptability of vocational educat

221、ion.II CultivatingVirtuesandAttachingEqualImportancetoVirtuesandSkillsWhat kind of people should we cultivate is the primary question for education.Vocational education in China has always adhered to the cultivation of virtues and combined the cultivation of virtues with the training of skills,with

222、the purpose of cultivating high-quality technical professionals and prominent craftsmen.-Combining the cultivation of virtues with the training of skills.Education will come to no avail without the cultivation of virtue.The fundamental purpose of education is to nurture virtuous people.The Chinese n

223、ation has always valued morality and good conduct,believing that“virtue is the most valued quality among all talents.”The Chinese tradition of valuing virtue is inherent and reflected in vocational education,with its focus on the all-round development of students,integrating the core socialist value

224、s into the whole process of the cultivation of talents.Efforts have been made to press ahead with political and ideological education,with major-related courses and political courses reinforcing each other.Attention has been paid to combining fundamental knowledge with professional capabilities,theo

225、ries with practice,and technical skills 90Chapter III Stay Grounded and Striving for Innovation:Systems and Modals for Vocational Education in Chinawith cultural quality,so as to ensure that students of vocational education can have a sound and all-round moral,intellectual,physical,and aesthetical g

226、rounding with a hard-working spirit.-Stressing the integration of professional ethics with technical skills.Calling for great craftsmanship,focusing on future career development of vocational students,and in response to the intrinsic requirements of the society and enterprise on technical profession

227、als,the state has raised the requirement of integrating the cultivation of professional ethics in curriculum development,standard-setting for teaching,and standardized definition of professional capabilities.As a result,a large number of students that are patriotic,professional,hardworking with mora

228、l integrity have been cultivated that have a sense of belonging and fulfillment in their profession and assume a right attitude to labor while mastering certain skills in a relentless pursuit for excellence,innovation,and craftsmanship.III AdheringtoIntegrationofIndustrieswithEducationinSchool-Enter

229、prisePartnershipsChina has taken it as an important industrial policy and education policy to integrate industry with education and to promote school-enterprise partnerships,reflecting it in every aspect of economic transformation and the whole process of human resources development in vocational ed

230、ucation.-Taking industry-education integration as a basic route to the development of vocational education.Governments at various levels have planned vocational education in sync with economic and social development,integrating the principle of education-first and talent-91III Adhering to Integratio

231、n of Industries with Education in School-Enterprise Partnershipsfirst in various policies.Efforts have been made to coordinate vocational education with the scale,structure and levels of human resources development.Facing the needs of industries and regional development,the lay-out of vocational edu

232、cation resources has been optimized to accelerate structural readjustment for human resources development,which has facilitated the integrated development of education and industries.Guided by relevant state policies,taking the cities as the key links and various sectors as pillars,a number of pilot

233、 cities have been identified exemplifying in the integration of industries with education with the focus on enterprises.A group of leading sectors promoting industry-education integration have emerged.A myriad of enterprises leading in industry-education integration have stood out.Such efforts have

234、promoted the seamless transition of the education chain and the talent chain with the industrial chain and the innovation chain.-Taking school-enterprise cooperation as the basic means for running vocational schools.Relevant sector-wise organizations,enterprises,public institutions and vocational sc

235、hools have established cooperation mechanisms in terms of admission and recruiting,human resources development planning,building contingents of faculties,major planning,curriculum design,textbook development,teaching design,teaching implementation,quality assessment,scientific research,technical ser

236、vices as well as the new platforms for translating scientific findings into tangible outcomes and for technological innovation,and the building of institutes for technical transfer and on-spot training bases.Matching major set-up with industrial demands,curriculum design with professional standards,

237、the teaching process with the production process,enterprises have been deeply involved in the whole process of human resources 92Chapter III Stay Grounded and Striving for Innovation:Systems and Modals for Vocational Education in Chinadevelopment.Enterprises are brought into schools and vice versa,w

238、ith both jointly establishing training bases of a manufacturing nature.Sector-wise organizations have been involved in the formulation of major catalogues and professional standards,as well as consultative services of human resources demand forecasts and career development,which has brought the supp

239、ly of human resources more tailored to market demands based on informed decision-making.IV StressingPractice-OrientationandCapabilitiesPractice is what sets vocational education apart from other forms of education.The laws governing the cultivation of technical personnel and professionals have been

240、followed in China s vocational education with the five-pronged integration of industry,sector,enterprise,occupation and major.Innovative teaching models have emerged,and a large number of high-quality labor force have been cultivated that support the development of the country.-Adhering to the core

241、concept of combining theoretical knowledge with practical skills.China has adopted a teaching model of taking practice as the mainstay,and combining school education with practical skills and social practice.Schools and enterprises work in partnerships in formulating human resources training schemes

242、.Curriculums are designed based on the needs of production and specific positions.Module-based systematic training systems have been developed,with practical teaching accounting for over 50%of total credit hours.Teaching models based on projects,case studies and the working processes are scaled up,w

243、ith the purpose of learning while doing and doing while learning.The teaching 93IV Stressing Practice-Orientation and Capabilitiesactivities stress the integration of teaching,learning,and on-spot training so as to improve the practical capabilities of students.-Establishing a dual system of“academi

244、c degree plus capability certificate”.In China it is imperative for workers to acquire necessary vocational education before employment or taking positions,supported by a system of academic degree,training certificate,professional qualifications certificate and vocational skills certificate.Academic

245、 degrees comprehensively reflect the quality of cultural education.Vocational skills certificates reflect the comprehensive capabilities needed for vocational activities and career development,promoting the alignment of teaching standards with professional standards.Vocational students are encourage

246、d to acquire vocational skills certificates of various kinds on top of degrees to improve their employability and entrepreneurial skills.-Adopting a system of apprenticeship with Chinese characteristics.The Chinese-style apprenticeship is based on in-depth cooperation between schools and enterprises

247、,featuring the major relationship of masters guiding apprentices,mainly taking place in real workplaces.It is the primary model of cultivating technical personnel with schools and enterprises working in partnership.Apprenticeship is recommended for highly practical and technical majors.Through integ

248、rating school admission with factory recruitment,deepening the collaboration between factories and schools,and building faculties with both full-time and part-time teachers,the teaching process of vocational education has dovetailed with the manufacturing process,which provides more suitable workfor

249、ce who are better prepared with needed skills and qualifications.94Chapter III Stay Grounded and Striving for Innovation:Systems and Modals for Vocational Education in ChinaV FacingtheMarketandPromotingEmploymentThrough continuously optimizing the structure and layout of vocational education,China h

250、as upgraded the system for the cultivation of human resources,improved the employability and capability of students,and promoted full and high-quality employment of students.-Matching major set-up with market demands.China has emphasized the role of effective adjustment of human resources supply bas

251、ed on job market changes.The majors of vocational schools have evolved with the dynamic development of industries.The set-up of majors in vocational education has followed the approach of overall planning,dynamic adjustment and autonomous decision-making.The catalogue of majors would undergo a large

252、-scale overhaul every five years,with minor adjustments every year.In addition to undergraduate majors and state-controlled ones,vocational schools have the discretion to set up majors within the catalogue or apply for extra-catalogue majors.-Matching the content of teaching with future employment p

253、ositions.Vocational schools follow the new economy,new business forms and new occupations closely and include new technologies,new techniques,and new norms into teaching standards and curriculums in a timely fashion.Focusing on the direction of technological transformation and industrial upgrading,e

254、fforts have been made to clearly define talent cultivation standards and come up with scientific and strictly-followed human resources training schemes,so as to cultivate high-quality and highly-skilled talents that can meet the requirements of high-end industries and high-end needs of industries.Vo

255、cational schools have dovetailed training with the requirements of employment positions to 95VI Serving Each Individual Based on Specific Conditionsensure their seamless transition in terms of technology spreading,poverty alleviation,training for labor transfer and social life education,with the pur

256、pose of promoting more adequate and higher-quality employment.VI ServingEachIndividualBasedonSpecificConditionsVocational education is an important livelihood project,playing an irreplaceable role in improving the employability and entrepreneurship of students,social skills uplifting,and their lifel

257、ong development.-Providing diversified services for age-appropriate youth and various other groups.Believing that education shall be based on individual needs and shall not be uniform,vocational education tries to provide students with equitable and suitable options,so that students of different cha

258、racters,interests and potentials can all have the education they need.The door of vocational schools is open to everyone,not limited to age-appropriate students only.Junior and senior middle school graduates,farmers,rural migrant workers,ex-servicemen,staff already in employment,and the unemployed a

259、ll have access to vocational education and training through flexible means in an environment where everyone can bring their potential into full play.Since 2019,higher vocational schools have expanded their enrollment for three consecutive years,with an expanded admission of 4.13 million,among whom 2

260、8%are not graduates directly from secondary education.-Promoting the integration and mutual recognition of various types of education.Based on the national credit bank for vocational education,a system of recognition standards,credit standards and credit accumulation has been established that covers

261、 various types of education and training 96Chapter III Stay Grounded and Striving for Innovation:Systems and Modals for Vocational Education in Chinaincluding both school education and non-school education,formal learning and informal learning,adult education and vocational training.As a result,ever

262、yone can have a learning account that keeps a record of what has been learned and achieved,so that each learning experience can have social value and the achievements of learning are comparable,portable and linked with one other.97VI Serving Each Individual Based on Specific ConditionsOpenness and S

263、haring:Cooperation and Prospects Facing the WorldChapterIV99I Building New Consensus on the Future Development of Vocational EducationIt is our vision to build platforms for exchanges and cooperation to share with the world the outcomes of vocational education reforms in China.China will unswervingl

264、y uphold opening up with an international vision and an open mind,and get deeply involved in the currents of reforms of vocational education worldwide.With active efforts to build platforms for international exchanges and committed to poverty reduction,job increase,and livelihood improvement,China w

265、ill shoulder more responsibilities and obligations to the best of its ability and contribute Chinese solutions to global education governance and the fostering of a community with a shared future for mankind from the angle of education.I BuildingNewConsensusontheFutureDevelopmentofVocationalEducatio

266、nGuided by the concept of opening up featuring open cooperation,mutual benefit,innovation and sharing,China has sped up the digital transformation of vocational education,taken a green approach to human resources development and skills supply,and continuously made vocational education more adaptable

267、.-Building consensus on and implementing the concept of digital vocational education,China has accelerated its digital transformation.Taking digitalization as a prioritized area of strategic importance for social fairness and fair employment,China has expanded the development and application of qual

268、ity digital technologies and helped backward regions and vulnerable groups in digital capacity building.In the area of vocational education,China has pursued joint consultation and shared results,setting digital standards for vocational education through cooperation,developed 100Chapter IV Openness

269、and Sharing:Cooperation and Prospects Facing the Worlddigital courses for vocational education,and promoted the sharing of quality resources of vocational education.China has worked with Belt and Road partner countries and regions in the application and availability of digital technologies,increased

270、 the supply of digital skills,and cultivated digital literacy as a core capability in vocational education.Following the development needs of the digital era,new models have been explored for the cultivation of digital industry talents.-Responding to the development needs of the green economy and ex

271、panding the supply of talents with green skills.Green transformation of vocational education has been taken as a priority.Green development of vocational education has been incorporated into national plans,regional government policies and scope of responsibilities for institutes of vocational educat

272、ion.Great efforts have gone into the studies on the routes to the green development of vocational education,integrating it into courses,textbooks,teaching,evaluation,assessment and other related aspects.The planning of majors,training models and definition of talents pertaining to vocational educati

273、on have been improved continuously,so as to provide strong human capital support for the development of the green economy.International cooperation projects on green skills development in vocational education have been implemented to build platforms for international collaboration to realize carbon

274、peak,carbon neutrality,and green skills development.-Facing each individual,serving each individual,and making vocational education more open and shared.Vocational education has responded to the individualized and diversified needs of the entire members of the society to participate in work and to i

275、ntegrate into social life,which has improved the circumstances for vulnerable groups such as 101II Expanding the Circle of Friends for International Vocational Education Cooperationwomen,the unemployed,youth,and people with disabilities and increased social resilience.Focusing on the needs of life-l

276、ong learning and career development of individuals,efforts have been made to strike a balance between transferrable and soft skills with professional skills,optimize the provision of policies and mechanisms and make new contributions to improving the wellbeing of people of all countries.II Expanding

277、theCircleofFriendsforInternationalVocationalEducationCooperationFriends of the same mind facilitate each other s success.China will build more cooperation platforms,and create more cooperation channels to engage in practical exchanges and dialogues and promote the vigorous development of vocational

278、education worldwide.-Establishing cooperation mechanisms of mutual learning,joint consultation and shared results.China has led the efforts of the World Vocational and Technical Education Development Conference,gradually making it an institutionalized conference with international influence.Meanwhil

279、e,efforts have been continued on the World Vocational College Skills Competition,and the World Expo on the Integration of Vocational Education and Industry.The World TVET League was launched.Mechanisms galvanizing international cooperation on vocational education have been put in place to bring the

280、benefits of vocational education reforms to the entire mankind.Vocational education has also been an important part of international cooperation mechanisms including the Forum on China-Africa Cooperation(FOCAC),China-ASEAN cooperation(10+1),and BRICS cooperation,with ever-expanding scope 102Chapter

281、IV Openness and Sharing:Cooperation and Prospects Facing the Worldof cooperation,which has facilitated mutual understanding,experience sharing and joint development.-Implementing action plans for international production capacity cooperation through vocational education.China has expanded cooperatio

282、n with Belt and Road partner countries,ASEAN members,countries along the Lancang-Mekong Rivers and African countries,focusing on the high-speed railway,telecommunications,smart manufacturing,aviation,shipping,and agricultural technologies.A framework of vocational education serving international pro

283、duction capacity cooperation has been put in place.The action plan for serving international production capacity cooperation has been implemented.The projection of vocational education resources has been optimized in an orderly fashion.Trials have been made for Chinese enterprises and vocational sch

284、ools to run schools overseas,thus facilitating the synchronized“going global”of Chinese vocational education and Chinese enterprises.Priority has been given to the SGAVE project with Germany,the“Industry 4.0”Project of Sino-German Alliance of Enterprises and Education,the MOE-Swiss GF Intelligent Ma

285、nufacturing Innovation Base Construction Project,the MOE-Swiss ABB Digital Transformation Project for Integration of Enterprises and Education,the SE Green and Low-Carbon Project for Integration of Enterprises and Education with France,and the China-Africa TVET Cooperation Program,which have gone a

286、long way in forging international synergy to tackle common challenges of mankind,and providing systematic and high-quality Chinese vocational education plans for industry-vocational education integration,job creation,and poverty reduction and alleviation.-Promoting multi-lateral dialogues on vocatio

287、nal education among 103III Building a Grand System for Human Skills Development through Cooperationinternational organizations.China has warmly responded to the initiatives and events of international organizations including the International Labor Organization,UNESCO,World Bank and OECD to help cou

288、ntries in need to improve their standard of vocational education.China has called on more multi-lateral dialogues and greater coordination and communication and actively participated in vocational education oriented towards emerging industries,developing inclusive and open vocational education,and f

289、ormulating skills development strategies,thus contributing Chinese solutions to issues of international interest such as industrial development,skills development and stabilizing employment.IIIBuildingaGrandSystemforHumanSkillsDevelopmentthroughCooperationThe new round of technological revolution ha

290、s raised brand new requirements and challenges for the quality structure and capability structure of human beings.China is prepared to work with countries around the world in joint consultation to build a system of human skills development.-Building an upgraded version of Belt and Road vocational ed

291、ucation cooperation.In the spirit of the“Action Plan for Belt and Road Cooperation in Education”,China will continuously expand channels of international cooperation with Belt and Road partner countries and build ever broader platforms for international development and exchanges.The establishment of

292、 the Industry and Education Collaborative Innovation Center for Belt and Road Vocational Education has propelled exchanges and cooperation between enterprises and vocational schools of Belt 104Chapter IV Openness and Sharing:Cooperation and Prospects Facing the Worldand Road partner countries and ac

293、celerated the translation of scientific research findings.A mechanism for sharing vocational education data has been set up among Belt and Road partner countries,which has facilitated online teaching and long-distance training in vocational education.A regional framework for vocational school qualif

294、ications has been built through joint consultation which has created a standardized professional threshold.Efforts have been made to remove bottlenecks of exchanges,with mutual recognition of credits,degrees,and capability certificates so that technical professionals can have smooth international ex

295、changes.-Promoting international development of“Chinese language plus vocational skills”.Fully respecting the development needs of other countries,efforts have been made towards the integration of Chinese language education in foreign countries and the“going global”of vocational education.Based on t

296、he categories of skills,targeted groups,and regional characteristics,featured courses of“Chinese language plus vocational skills”have been provided to serve external trade and production capacity cooperation and Chinese enterprises in zones of economic cooperation and trade overseas.Giving full play

297、 to the role of bases for the international scaling up of“Chinese language plus vocational skills”,Chinese enterprises overseas have joined the efforts of developing country-specific vocational skill standards and certificates.Empowered by technology,smart classes have been made available online,bri

298、nging“Chinese language plus vocational skills”digital resources and courses onto the digital platforms for international Chinese language education and the national platform of smart education for vocational education.-Burnishing the brand of“Luban Workshop”.Adhering to the core principles of equal-

299、footed cooperation,putting quality front and 105III Building a Grand System for Human Skills Development through Cooperationcenter,valuing capabilities and skills,integrating industry with education and being grounded in specific local conditions,China will continuously improve the distribution of“L

300、uban Workshops”worldwide through joint research and joint development for shared benefits and win-win outcomes.The“Luban Workshop Construction Alliance”will be continuously improved.EPIPs(Engineering Practice Innovation Projects)featuring Chinese characteristics and a global vision will continue to

301、be scaled up,based on the EPIP research centers already established in Thailand,Portugal,and Ethiopia.Vocational schools with the right conditions are encouraged to set up“Luban Workshops”overseas,bringing advanced teaching models and quality teaching equipment to overseas partners.Building on the e

302、xisting teaching standards for international majors,China will work with cooperation partners to deliver international teaching standards,a system of courses and teaching resources.Efforts will be made to include degree education of“Luban Workshops”into the national education system of partner count

303、ries.The quality certification system of“Luban Workshops”will be improved to set up standard models of“Luban Workshops”with Chinese characteristics and world standards,so as to contribute more to international production capacity cooperation and higher-quality youth employment in partner countries.1

304、07ConclusionEducation builds the foundation for the future.Technologies bring transformation to our lives.Vocational education enjoys bright prospects and can make great things happen in the process of human development.Vocational education in China has made great achievements and opened a path of d

305、evelopment with Chinese characteristics.However,compared with the needs for supporting high-quality development of the Chinese economy and peoples ever-growing needs for a better life,vocational education in China still has to draw reference from the experience of vocational education development in

306、 countries around the world to relentlessly reform itself with innovation and increase its adaptability.On the new journey of building a modern socialist country in all respects,China will continue to feature vocational education prominently.Vocational education has been defined as a type of educati

307、on,which will be mainly driven by digital transformation and will serve as an engine for guiding the future and driving social development.As things stand,facing the severe challenges brought by the COVID-19 pandemic,global economic recovery is still lackluster.The“new normal”of the pandemic has for

308、ced changes in the industrial structure and people s ways of life.Vocational education has to play a bigger role in economic growth and people s livelihood while making changes to keep abreast with the trends.Opportunities shall be grasped for the development of vocational education to have a great

309、reserve of strong technologies and abundant human resources through reforms in the approaches to education,operational modes,management mechanisms and guarantee mechanisms.As a Chinese proverb reads,“The going may be tough when one walks alone,but it gets easier when people walk together.”Human 108C

310、onclusionbeings are living in a community with a shared future.Joint contribution,shared results,and win-win cooperation is the right prescription for solving development conundrums facing all countries.China stands ready to work with countries around the world to draw strength from one another without any reservation.Taking vocational education as a bridge to spread skills,disseminate cultures,and build friendships,China will make concerted efforts with all countries to create brighter prospects for mankind.