Barbecue, spicy noodles on new job training menu
Vocational colleges meet demands of business, local economies
System expansion
The rise of specialty vocational colleges is closely tied to the expansion and restructuring of China's vocational education system during the 14th Five-Year Plan (2021-25) period.
Speaking at a State Council Information Office briefing in September 2025, Xiong Sihao, vice-minister of education, said China has built the world's largest vocational education system, with more than 34 million students enrolled in over 10,000 vocational institutions — including secondary vocational schools, higher vocational colleges, and undergraduate-level institutions — spanning nearly all sectors of the economy.
Over the same period, authorities have adjusted program structures to better align with industrial upgrading. About half of the newly added majors are now concentrated in engineering and technical fields, while new programs are continuously introduced or updated to reflect shifting market demand.
At the same time, new forms of industry-education collaboration — including regional alliances and sector-based training networks — have been developed to better connect talent training with local economic priorities.
Experts see the rise of specialty vocational colleges as part of a broader transformation.
Li Jiujun, a professor at vocational education and regional development at Sichuan Normal University, said the trend reflects both policy guidance and practical evolution.
"These colleges represent a structural transformation," Li said. "They are moving from simple cooperation to integrated ecosystems of production, education, research, and innovation."
Cai Zhenhua, an associate professor at Xiangtan University in Hunan, highlighted the importance of the "degree + skill" model.
"It allows for small-scale, precise, and specialized training," he said. "Graduates are not only technically competent, but also capable of managing operations and leading businesses."
Enterprises, he added, are increasingly acting as co-educators, participating in curriculum design and training delivery.
