Major Moves

Li was not in a factory workshop but in the training labs at Lanzhou Resources and Environment Voc-tech University (LREVU) in Lanzhou, Northwest China’s Gansu Province. Upgraded from a vocational college to a university in 2021, LREVU offers undergraduate degrees and owns training labs equipped like a real workshop. Li, a sophomore majoring in energy storage technology, is among the first batch of students in the new program.　

China has sped up efforts to boost vocational education quality to meet demand for skilled professionals in manufacturing. Since 2019, the country has approved vocational universities, upgraded from high-quality vocational schools, to offer undergrad degrees. In May, the Ministry of Education (MoE) approved 33 new undergraduate colleges, 16 of which focus on vocational education.　

There are now 51 vocational universities offering undergraduate degrees, aiming to improve vocational education and alleviate concerns over career prospects. However, it remains to be seen if this can fix the longstanding issues of supply-demand mismatch and the lack of industry-targeted education.　

Familiar with the process, He interned at a lithium materials company in Quzhou, Zhejiang Province in 2022 during his third year of vocational school. His main task was adding the materials to water without understanding the theory behind it. Now at LREVU, he must perform calculations and identify problems if results fall short.　

This difference highlights the higher expectations of undergraduate programs. Zheng Shaozhong, Party secretary of LREVU, said that vocational undergraduate programs are distinct from both vocational schools, which focus more on hands-on training, and application-oriented colleges, which balance theory and practice. “Vocational undergraduates learn not only to design, but also to produce with high precision,” Zheng said.　

Initially, private higher vocational schools were upgraded into vocational universities. Today, more public institutions are being upgraded. Students at these universities come from high schools, secondary vocational schools and vocational colleges. In May 2021, LREVU merged with the Changqing School of Lanzhou University of Finance and Economics and now upgraded to a university, offers 22 vocational undergraduate majors.　

The goal for many domestic vocational universities is to develop students’ abilities to identify, analyse and solve complex engineering problems. Xie Yonghua, president of Nanjing Vocational University of Industry Technology (NVUIT), which in 2019 was the first public vocational undergraduate college to be approved, said the university aims to produce students with multidisciplinary and innovation skills. Vocational schools might focus on specific job categories, such as automotive repair or sales, but undergraduate vocational programs combine these into broader majors like automotive service engineering technology, providing a comprehensive skill set, Xie said.　

Zhi Fupeng, a senior chief engineer and He’s teacher, emphasized the importance of problem-solving in production. R&D data can be distorted when applied to projects, creating issues that students need to address. When teaching battery production, which involves mixing various materials, Zhi provides general data ranges and encourages students to find the best proportions through experimentation.　

Curriculum design at vocational universities has also evolved. Wang Hongjun, formerly in charge of academic affairs at NVUIT, noted that the school added more undergraduate-level courses such as advanced mathematics, college physics and English, alongside specialized core courses and practical training. He Jingtong previously studied nonferrous metallurgy technology at a vocational college. Now at LREVU, he studies foundational courses like energy storage materials, inorganic chemistry and electrochemistry.　

The MoE has emphasized practical experience, mandating that it must account for at least 50 percent of total teaching hours at vocational undergraduate colleges.　

Wang Hongjun expressed concern that these undergraduate colleges might not sufficiently enhance students’ scientific and fundamental knowledge.　

However, He Zhen, director of the National Institute of Vocational Education at Beijing Normal University, warned against blurring the line between vocational and regular universities. “Some vocational universities’ talent training plans are no different from regular universities,” he said, suggesting a focus on achieving high-quality, industry-focused integration and college-enterprise cooperation.　

Wang Hongjun from NVUIT said that before and after the university’s upgrade, they consulted local companies to adjust their courses to specialize in high-end equipment manufacturing and industries like the industrial internet.　

Currently, the school offers 33 undergraduate majors. This March, NVUIT surveyed industrial parks and enterprises around Suzhou, leading to the decision of starting an integrated circuit course focused on design, manufacturing, packaging and maintenance in the latter half of 2024 to train engineers.　

Majors vary by regional economic development and industries. Zheng Shaozhong said that during the 13th Five-year Plan (2016-20), China’s western regions absorbed industries with excess capacity from the east, shaping major decisions about course focus.　

“For example, some schools in the Yangtze River Delta focus on the whole microchip manufacturing chain. But we don’t have a complete chip industry here in Gansu Province. We might focus on the processing and design of electronic components and near-high-end industries,” Zheng said.　

Many interviewees said that enterprises still have great demand for vocational education grads. Zheng explained that in regions rich in natural resources like western Gansu, a main destination for LREVU graduates, associate degree holders meet workforce demands and are cost effective. They are particularly attractive to the province’s mining companies in need of skilled technicians.　

The growth of vocational universities correlates with local economic conditions, He noted. “Enterprises invest more in talent when upgrading is urgent. After companies profit and the government collects more fiscal revenue, the latter can help vocational schools develop in return,” He said.　

As vocational undergraduate programs expand, schools are rushing to establish majors such as Internet of Things engineering, smart manufacturing and industrial robotic technology.　

However, Kuang Ying, a professor with the Institute of Vocational & Adult Education at East China Normal University, cautioned against the trend, saying that courses at some schools do not reflect their upgrade to university status. “Many schools simply copy the majors designed for higher vocational education. It’s not rational,” said Kuang, adding that many schools add majors without thorough justification or approval mechanisms.　

Sun Cheng, former director of the Institute of Vocational and Continuing Education at the China National Academy of Educational Sciences (CNAES), flagged redundant teaching content across vocational education levels. She urged a systematic approach from secondary vocational schools to vocational universities to avoid resource waste. “What’s already taught in secondary vocational school should not be taught again in the students’ further studies,” she said.　

Beijing Jingdiao College under NVUIT exemplifies successful school-enterprise cooperation. In 2018, Beijing Jingdiao Group, a manufacturer of computer numerical control (CNC) machine tools, sought to collaborate with NVUIT to train skilled professionals. CNC machines use computer software to control factory tools like grinders, lathes and routers for complex tasks such as 3D cutting.　

Beginning in 2020, their partnership has generated at least 1 million yuan (US$137,600) in orders from downstream customers. Students can undertake an internship on the production line, gaining practical experience while earning an income. “What they learn on site is broader and deeper than classroom studies, ”said He Yanhui, director of Beijing Jingdiao College.　

Both the school and the enterprises benefit from this cooperation. Beijing Jingdiao Group provides advanced CNC machine tools for free and handles maintenance and upgrading. It also regularly sends engineers to the school for daily teaching and even advises on students’ graduation theses. Around seven years ago, NVUIT bought an advanced five-axis CNC machine tool, but since no teacher could operate it, He Yanhui had to learn the skill elsewhere.　

Their partnership also addresses the company’s challenges in hiring qualified talents. Ren Pan from Beijing Jingdiao Group’s Nanjing branch said their customers often struggle to find skilled operators for their machines. The collaboration helps cultivate talent for these customers in Nanjing, Ren said.　

Wu Chen, a 2024 graduate in mechanical engineering, completed his graduation project at Beijing Jingdiao College, becoming proficient in programming and operating five-axis CNC machine tools. This experience led to a job recommendation at a downstream manufacturer.　

To promote school-enterprise cooperation, NVUIT provides resources such as a 3,000-square-meter training base and a nearby space for Beijing Jingdiao Group’s Nanjing branch. The school also pays the company a 1 million yuan (US$137,600) service fee annually, provided their teaching and training requirements are met.　

The revised Vocational Education Law of 2022 emphasizes the important role of enterprises in delivering high-quality vocational education and encourages their participation.　

Kuang observed that some companies are active in the talent training process from the beginning, including curriculum planning, rather than participating only in the final stage of practical training.　

But Xie Yonghua admitted that not all enterprises are enthusiastic. Currently, the job market favors companies, allowing them to freely pick employees with the skills they desire without needing to cooperate with specific schools.　

Although central and local governments have introduced policies to boost school-enterprise cooperation, real incentives are few and far between.　

“Enterprises need to see tangible benefits, such as getting access to qualified talent or tax exemptions,” Xie said.　

Zheng Shaozhong believes the core issue is effectively aligning majors and talent cultivation with industry demands. At his school, graduates of metallurgical engineering and meteorology courses are highly sought after, with employers often securing them early. However, not all majors enjoy the same popularity, indicating the need for continuous alignment with industry needs.　

Xie Yonghua said NVUIT had fewer than 40 PhD-holding teachers in 2017. Today, the figure exceeds 360. He argues that PhDs, having received systematic research training, are better equipped to analyse and solve problems – skills crucial amid industrial upgrades and rapid technological advancements. Many teachers at his school also have experience in companies.　

However, Kuang’s survey found significant variations in teaching staff quality across different regions. Teachers with doctoral degrees are not necessarily adept at technical development or meeting enterprise demands. She suggested vocational colleges create an environment that encourages PhD holders to engage in technical research.　

Given the unique nature of vocational education, Zheng Shaozhong said that the standard for instructors at vocational universities should be broadened to include senior or skilled technicians. “There are regulations about titles and degrees for teaching staff, but few are both senior technicians and doctoral degree holders. It requires years of work experience to reach this standard,” Zheng said.　

To provide hands-on experience, some schools require teachers with doctoral degrees to work in enterprises or train under skilled technicians. Zheng emphasized that these teachers need substantial practical experience rather than brief stints of work for evaluation purposes.　

Vocational universities need greater investment in practical teaching facilities and stronger integration with industries compared to regular universities, Xie Yonghua said. Currently, tuition fees and government funding are their main sources of income.　

Vocational universities face a series of fundamental challenges, Zong Cheng, an assistant researcher with CNAES, told newspaper the Guangming Daily in July. The standards of teaching, curriculum, internship and funding mechanisms all need improvement to ensure higher-quality education, Zong said.　

Several experts also called to reduce prejudice against vocational education and blue-collar and manual workers, and improve their social status and treatment. In China, blue-collar workers often earn less and receive fewer benefits than white-collar workers. This bias impacts students’ choices and limits social investment and support for vocational education.　

Fostering a societal atmosphere that values and respects craftspeople and broadens the pathways for career advancement for factory workers is crucial. Such changes would create a positive feedback loop, enhancing vocational education and driving continuous improvement, the interviewed experts said.