New Directions of Local Higher Education Policy: Insights from China (Exploring Education Policy in a Globalized World: Concepts, Contexts, and Practices) 9811644373, 9789811644375

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Exploring Education Policy in a Globalized World: Concepts, Contexts, and Practices

Jian Li

New Directions of Local Higher Education Policy Insights from China

Exploring Education Policy in a Globalized World: Concepts, Contexts, and Practices Series Editors Eryong Xue, Faculty of Education, Beijing Normal University, Beijing, China Simon Marginson, University of Oxford, Oxford, UK Jian Li, Faculty of Education, Beijing Normal University, Beijing, China

This book series explores education policy on Pre-K, K-12, post-secondary education, and vocational education, informing multiple experts from academia to practitioner, and specifically pays focuses on new frontiers and cutting-edge knowledge that transforms future education policy development. It has been initiated by a global group of education policy research centers and institutions, whose faculty and staff includes internationally recognized researchers in comparative education policy studies. The series’ mission is to advance the modernization of the education and social construction. This series provides policymakers and researchers with an in-depth understanding of international education policy from diverse perspectives. Topics include cutting-edge and multidisciplinary studies on identifying, analyzing and uncovering education policy reform and practice among the fields in education policy and pedagogy. It addresses how education policy shapes the development of education systems in different regions and seeks to explain how specific education policies concentrate on accelerating the development of quality education and social progress. More importantly, this book series offers policymakers and educational stakeholders, government, and private sectors a comprehensive lens to investigate the trends, rationales of education policy development internationally.

More information about this series at http://www.springer.com/series/16621

Jian Li

New Directions of Local Higher Education Policy Insights from China

Jian Li Faculty of Education Beijing Normal University Beijing, China

The study received funding from Beijing Education Science Planning (Key project) Research on Internationalization Development Strategy and Evaluation Index System of Capital Universities under the Background of “Double First-Class” [No. AAAA19009]. ISSN 2730-6356 ISSN 2730-6364 (electronic) Exploring Education Policy in a Globalized World: Concepts, Contexts, and Practices ISBN 978-981-16-4437-5 ISBN 978-981-16-4438-2 (eBook) https://doi.org/10.1007/978-981-16-4438-2 © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2021 This work is subject to copyright. All rights are solely and exclusively licensed by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, expressed or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. This Springer imprint is published by the registered company Springer Nature Singapore Pte Ltd. The registered company address is: 152 Beach Road, #21-01/04 Gateway East, Singapore 189721, Singapore

Preface

This book originally examines the new directions of local higher education policy in contemporary China since reform and opening up. It involves investigating rationales and conceptualizing analytical framework of shaping multiple type-based local higher education system, including the local undergraduate universities, skill-based local colleges, and technical-oriented local higher education institutions. This book offers an in-depth understanding of problems and strategies in regard to addressing complicated development of local higher education institutions in recent decades in China. In addition, this book also involves exploring local undergraduate universities in China, the current mechanism of local universities from the perspective of organizational transformation, the emergence of application- and skill-based local colleges and universities in China, the vocational education development in China as one major type of local universities, the local technical universities’ development in China from multiple perspectives, and the professional groups in local vocational colleges. Chapter 1 involves exploring local undergraduate universities in China from the perspectives of background, policy, and practice. In particular, local undergraduate universities in urgent need of breakthrough, policy support of providing legitimacy and resources for application-oriented transformation, and practical dilemma of insufficient applied transformation system have been examined in this chapter. In the process of the development of higher education, the government has a single evaluation standard for colleges and universities, and colleges and universities are homogeneous in terms of their positioning, educational objectives, educational concepts, institutional setup, teaching methods, and management methods. Many colleges and universities have not formed unique competitive advantages and characteristics. Local newly built undergraduate universities are late in upgrading, lack of discipline accumulation, and limited financial allocation. As a result, they are in a weak position in the homogenized higher education system, so they are in urgent need of breaking through and finding a suitable development path. It is a better strategy to solve the competitive disadvantage of the higher education echelon to carry out application-oriented transformation in newly established local universities. Chapter 2 concentrates on examining the current system and mechanism of local universities from the perspective of organizational transformation. Specifically, this v

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Preface

chapter firstly describe and introduce different kinds of local universities and colleges in different areas from the dimensions of organizational transformation. Then, it also explores different types of local colleges and universities to examine the influence of various dimensions of school organizational transformation on the organizational transformation of departments. The application-oriented transformation of local undergraduate institutions is of great significance in providing the country with application-oriented talents and continuously promoting the classified and characteristic development of higher education. It is of great significance to study the organizational transformation and the interaction among various links in the process of application-oriented transformation to grasp the transformation process, timely find problems, adjust the direction, constantly promote the implementation of applicationoriented transformation measures, and promote application-oriented talent training. This study uses a variety of measurement methods to describe the organizational transformation in the application-oriented transformation process of local undergraduate institutions in detail, as well as the mechanism of organizational transformation’s influence on application-oriented scientific research and teaching, aiming at diagnosing and finding problems in the transformation and providing reference for managers in practice. Chapter 3 investigates the emergence of application- and skill-based local colleges and universities in China from an overview perspective. This chapter attempts to investigate the organizational changes of a skill training organization established in the early 1980s in China. This chapter focuses on the social construction and talent training of the skillbased university system and analyzes the organizational change in the past 30 years, which mainly includes the historical stage of organizational development, dynamic mechanism, essence of change, and social consequences. In terms of system design, the higher education system structure of China has gradually formed a pattern of research-, application-, and skill-based colleges and universities, while higher vocational colleges occupy half of higher education and are important organizations for training skilled talents. As an important part of higher education, vocational colleges have taken up half of higher education in terms of enrollment scale and employment number and become important educational organizations to train national skilled labor force. From the perspective of policy orientation, since 2004, the state has issued a series of policies to promote the development of vocational education and the construction of higher vocational colleges at the institutional level, aiming to establish a modern vocational education system in line with the development of market economy and vigorously develop higher vocational education. Chapter 4 involves examining the vocational education development in China as one major type of local universities. Logic of the evolution of China’s vocational education policy, evolution of vocational education policy, and connotation of educational governance concept have been fully explored in this chapter. The institutional environment of the organizational change of vocational schools is the policy of national higher education and vocational education. The periodic change of macroscopic system becomes the dividing point of the change of vocational school

Preface

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organization. China’s macro-institutional environment has undergone a transformation from a planned system to a market system, from a closed system to an open one, and from overall domination to technological governance. In terms of education policy, China’s education governance model has also experienced the stages of authority control, special governance, and project centralization. From the historical transformation of China’s education finance system, we can find that after the tax distribution reform, the original state planning system under the overall control of the way of financial planning, local governments have a certain degree of education finance and executive power, and colleges and universities have a certain degree of financial autonomy. Chapter 5 examines the local technical universities’ development in China from multiple perspectives. In particular, the historical changes of the educational concept of local technical universities, institutional change and organizational upgrade of local technical universities, and interaction between belief and system of local technical universities have been examined in this chapter. The different stages of the organizational change of Sino-German College reflect different educational concepts, which are embedded in the social and historical structure. The formation process of modern education system is not a closed system, but a natural open system. The change of educational organization always interacts with the external organizational environment and is influenced by social factors. Chapter 6 focuses on the professional groups in local vocational colleges. Specifically, the present situation of the construction of professional groups in local vocational colleges; the historical changes of the construction of professional groups in higher vocational colleges; the challenges of the professional groups in local vocational colleges; the difficulties in the professional groups in higher vocational colleges; the value orientation of professional group in local vocational colleges in China, tracing the theory of value orientation of the essential attributes of vocational education in China; and career-oriented of the essential attribute of vocational education in the knowledge society have been examined in this chapter. Professional construction is the meeting point of higher vocational education and society. It is not only the hinge of educational resources allocation inside and outside the school, but also the basic organizational unit of talent training. In view of the obvious policy orientation in the construction of professional groups in higher vocational colleges in China, this chapter analyzes the history of the construction of professional groups in higher vocational colleges through the longitudinal arrangement of the construction policy of professional groups. Chapter 7 concentrates on exploring the overview of the professional groups in the vocational colleges. The implementation path of specialty group construction is the specific operation method in the practice of specialty group construction. The construction of professional groups in higher vocational colleges under the logic of career orientation and “double linkage” is to provide the decision-making basis for the dynamic construction of professional groups by combining the internal linkage and external linkage of higher vocational colleges and promoting the connection

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between “talent supply and demand information” and “personal career information” of technical talents. Beijing, China

Jian Li

Contents

1 The Overview of Local Undergraduate Universities in China . . . . . . . 1.1 Local Undergraduate Universities in Urgent Need of Breakthrough . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.2 Policy Support: Provide Legitimacy and Resources for Application-Oriented Transformation . . . . . . . . . . . . . . . . . . . . . . 1.3 Practical Dilemma: Insufficient Applied Transformation System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.4 Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 The Current System of Local Undergraduate Universities in China . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.1 Organizational Transformation Dimensions of Local Universities in China . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.2 Dimensions of Organizational Transformation of Schools . . . . . . . . 2.3 Suggestions on the Current System and Mechanism of Local Universities in China . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

1 1 2 3 5 5 7 7 8 8 10

3 The Emergence of Application and Skill-Based Local Graduate Universities in China . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3.1 The Emergence of Application and Skill-Based Local Colleges and Universities in China . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3.2 Modernization Dilemma of Educational Governance in Application and Skill-Based Local Colleges and Universities in China . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3.3 Motivation Mechanism of University Upgrade System . . . . . . . . . . . 3.4 Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

17 21 23 24

4 The Vocational Education Policy Development in China . . . . . . . . . . . . 4.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4.2 Logic of the Evolution of China’s Vocational Education Policy . . . .

25 25 26

13 13

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4.3 Development Stage of China’s Vocational Education Policy . . . . . . 4.4 The Historical Evolution of China’s Vocational Education System and Organization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4.5 The Development of Vocational Schools Under the State Pooling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 The Local Technical-Based Education Policy Development in China . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5.1 The Historical Changes of the Educational Concept of Local Technical Universities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5.2 Institutional Change and Organizational Upgrade of Local Technical Universities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5.3 Interaction Between Belief and System of Local Technical Universities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5.4 Higher Vocational Colleges as One Type of Technical Universities in China . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5.5 The Professional Groups in Higher Vocational Colleges . . . . . . . . . . 5.6 Curriculum System and Its Specific Mode . . . . . . . . . . . . . . . . . . . . . . 5.7 Dynamic Adjustment of Professional Groups . . . . . . . . . . . . . . . . . . . References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 The Educational Policy of Professional Groups in China’s Local Vocational Colleges . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6.1 The Present Situation of Professional Groups in Local Vocational Colleges . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6.2 The Historical Changes of Professional Groups in Higher Vocational Colleges . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6.3 The Challenges of Professional Groups in Local Vocational Colleges . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6.4 Analysis of the Difficulties of Professional Groups in Higher Vocational Colleges . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6.5 The Logical Deviation of “Industry-Professional-Employment” . . . . . . . . . . . . . . . . . . . . . . . 6.6 The Value Orientation of Professional Group in Local Vocational Colleges . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

27 30 43 45 47 47 50 52 53 57 58 62 68 69 69 70 76 78 79 82 94

7 The Educational Development of Professional Groups in Vocational Colleges . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95 7.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95 7.2 The Career-Oriented “Double Linkage” Logic Operation Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96 7.3 The Operation Dilemma of “Double Linkage” Under the Background of “Internet +” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99 7.4 The Career Tracking Platform Based on “Internet +” . . . . . . . . . . . . 102

Contents

7.5 The Career Tracking Platform Architecture Design . . . . . . . . . . . . . . 7.6 Collaborative Participation of Career Tracking Platform . . . . . . . . . . 7.7 The Professional Group Dynamic Construction Path Based on the Career Tracking Platform . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7.8 The Reform of “Intelligent” Talent Training Mode in the Middle Period . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7.9 The “Lifelong” Career Development Services . . . . . . . . . . . . . . . . . . References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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104 106 109 112 120 123

About the Author

Jian Li is the Assistant Professor in China Institute of Education Policy, Faculty of Education, Beijing Normal University. She received her Ph.D. degree in Educational Leadership and Policy Studies (ELPS), School of Education, Indiana University Bloomington. Her research interests focus on Education Policy Studies, Globalization and Internationalization of Higher Education. She currently also serves as think tanker at China Institute of Education and Social Development, Beijing Normal University. In the past years, she has published more than 70 papers in Chinese and English in Higher Education, International Journal of Education Research, Educational Philosophy and Theory, Educational Research, Comparative Education Research, China Education Journal, and other SSCI and CSSCI indexed journals. She has published 16 English monographs, participated in the editing of 2 English works, and published more than 20 articles in China Education Daily, People’s Political Consultative Conference News, and People’s Daily Overseas Edition. More than 30 international academic conference papers, national-, provincial-, and ministeriallevel decision-making departments adopted or participated in the writing of more than 20 proposals of the CPPCC National Committee. She presided over or participated in 6 national, provincial, and ministerial projects and also serves as the editorial board member and reviewer of several international English journals.

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Chapter 1

The Overview of Local Undergraduate Universities in China

This chapter involves exploring local undergraduate universities in China from the perspectives of background, policy, and practice. In particular, local undergraduate universities in urgent need of breakthrough, policy support of providing legitimacy and resources for application-oriented transformation, and practical dilemma of insufficient applied transformation system have been examined in this chapter. In the process of the development of higher education, the government has a single evaluation standard for colleges and universities, and colleges and universities are homogeneous in terms of their positioning, educational objectives, educational concepts, institutional setup, teaching methods and management methods. Many colleges and universities have not formed unique competitive advantages and characteristics. Local newly built undergraduate universities are late in upgrading, lack of discipline accumulation and limited financial allocation. As a result, they are in a weak position in the homogenized higher education system, so they are in urgent need of breaking through and finding a suitable development path. It is a better strategy to solve the competitive disadvantage of the higher education echelon to carry out application-oriented transformation in newly established local universities.

1.1 Local Undergraduate Universities in Urgent Need of Breakthrough In terms of discipline accumulation, compared with the old undergraduate institutions, the newly established local undergraduate institutions have insufficient academic accumulation and school-running reputation, and are not competitive enough in discipline education. On the contrary, they have greater opportunities to develop towards the application-oriented direction that the old undergraduate institutions do not attach importance to. Secondly, in terms of the orientation of institutions, most of newly built local undergraduate institutions are funded by local governments and assume more responsibilities of serving the local areas. Application-oriented © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2021 J. Li, New Directions of Local Higher Education Policy, Exploring Education Policy in a Globalized World: Concepts, Contexts, and Practices, https://doi.org/10.1007/978-981-16-4438-2_1

1

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1 The Overview of Local Undergraduate Universities in China

transformation can improve teachers’ application-oriented research ability, cultivate more application-oriented talents for local enterprises, and close the relationship with local governments. Thirdly, on the basis of application-oriented talent training, most of the newly established local undergraduate colleges started from higher vocational colleges and teachers after 1999. They have a certain basis of vocational education in terms of teachers and training mode. They have also accumulated a lot of foundation of enterprise cooperation in the years of school-enterprise cooperation. Finally, in terms of the quality of students, the college entrance examination results of local newly built undergraduate universities are relatively low, and they have certain disadvantages in terms of knowledge level. However, such students may be better at doing things, solving practical problems, and carrying out application-oriented transformation, and teaching students according to their aptitude can be combined with the characteristics of students. Therefore, the application-oriented transformation of local newly established undergraduate colleges is a better strategy to make up the disadvantage of students, give full play to the advantages of vocational education foundation, and serve the orientation of local economic development (He and Li 2014; Jiang 2013; Li and Wang 2012; Liu et al. 2012).

1.2 Policy Support: Provide Legitimacy and Resources for Application-Oriented Transformation Under the social background of economic restructuring and industrial upgrading and the pattern of homogenization of higher education, the Party Central Committee, the State Council, the Ministry of Education and other departments guide the application-oriented transformation of local undergraduate institutions. The Decision on Accelerating the Development of Modern Vocational Education issued by the State Council in 2014 (No. 19 [2014] of the State Council) proposed to “guide a group of ordinary undergraduate institutions of higher learning to transform to application-oriented technical institutions by means of pilot promotion and demonstration, with emphasis on undergraduate vocational education”. On October 23, 2015, the Ministry of Education, The National Development and Reform Commission and the Ministry of Finance issued the Guidance on Guiding Some Local Ordinary Undergraduate Universities to transform into application-oriented universities, which pointed out that “the educational goals and quality standards of the universities in transition should be more in line with social needs and the orientation of application-oriented universities”. We should give full play to the role of the government in macro-control and market mechanisms, promote demand-driven reform, deepen industry-education integration and school-enterprise cooperation, promote the scientific orientation and characteristic development of universities, strengthen the training of front-line technical and technical personnel, and significantly improve the employment quality of graduates. Institutions of higher learning that are transformed from “ordinary undergraduate institutions of higher learning”

1.2 Policy Support: Provide Legitimacy and Resources …

3

to “local ordinary undergraduate institutions”, that is, ordinary undergraduate institutions sponsored by local governments. Among the 2,631 institutions of higher learning in China, 116 are affiliated to the ministry and the rest are local institutions of higher learning, accounting for 95.6% of the total. On March 17, 2016, the Outline of the 13th Five-year Plan for National Economic and Social Development clearly proposed to promote the transformation of qualified ordinary undergraduate universities into application-oriented universities. Application-oriented transformation of local undergraduate universities, as one of the goals of the 13th Five-Year Plan, is an important content of the talent supply side structural reform in the field of education. On December 5, 2017, issued by The General Office of the State Council General Office of the State Council on deepening education integration of several opinions put forward the construction of education and industry as a whole integration development pattern, the strengthened enterprise important subject role, promote the reform of talent cultivation, production and education to promote two-way docking of supply and demand, production and education for the local undergraduate colleges and universities to conduct university-enterprise cooperation provides further policy support, industry integration. On January 24, 2019, the State Council issued the Implementation Plan for the National Vocational Education Reform, which further set the goal of “transforming a large number of ordinary undergraduate institutions of higher learning into application-oriented universities”. The National Development and Reform Commission, the Ministry of Education during the period of “much starker choices-and graver consequences-in” implementation propulsion engineering applied undergraduate education modernization construction projects in colleges and universities, support the provinces 100 construction of applied universities, recommended by the central budget for investment during the period of “much starker choices-and graver consequences-in” will allocate 100 million yuan for each project universities, promote the project will be fusion project construction and transformation of school education in colleges and universities to deepen reform, combining practical turn running true to serving local economic and social development, to the integration between production and education, to train applied and technical persons (Li and Wang 2012; Liu et al. 2012).

1.3 Practical Dilemma: Insufficient Applied Transformation System The organizational transformation of local universities is necessary to adapt to the new living environment. Since the popularization of higher education, both the supply of talents and the demand of the labor market have undergone great changes. There is a structural contradiction between the supply of labor and the demand of the labor market, and the structural unemployment of college graduates has become prominent year by year. Homogenous higher education has provided a surplus of discipline education talents that cannot meet the demands of made in China 2025 and

4

1 The Overview of Local Undergraduate Universities in China

Internet + for high-skilled, application-oriented and inter-disciplinary talents. The new economic and educational environment requires local universities to transform their organization and improve their ability to serve local development. Local undergraduate colleges and universities in the higher education system of running a school based short, weak academic accumulation, government funding, less students foundation is bad, need to adjust structure, resource allocation, system, personnel training mode, improve the organization’s ability to adapt to the new economic, social, environmental, and strive for the government, the enterprise resources, the development of reverse the situation, so as to obtain long-term development. The organizational transformation of local universities is the need of application-oriented transformation. Applied transformation to local undergraduate colleges and universities put forward the improve the ability of organizations to adapt to the environment, reconstructing relationship with government, industry and enterprise, reform of teaching and experimental training resources, improving the capacity of teachers accomplishment, arouse the enthusiasm of teachers to participate in the transformation, and a new system of professional titles, evaluating teaching in many aspects such as resource, personnel, system challenge. In the process of application-oriented transformation, local undergraduate institutions are confronted with many difficulties, such as insufficient motivation and ability of teachers, lagging institution setting and system standardization, and mismatch between resource allocation and transformation goals. A single reform measure is easily hindered by the existing organizational inertia of ideas, structures and systems, and it is difficult to truly mobilize the enthusiasm of teachers and achieve good results. For example, in order to improve teachers’ application and practice ability, many colleges and universities have issued policies to encourage teachers to take temporary posts in industrial enterprises for training. However, if no one undertakes teaching tasks during the period of temporary posts and the professional title evaluation still takes publication as the main standard, it is difficult to motivate teachers to take part in temporary posts. Application-oriented transformation, as a systematic transformation, cannot achieve good transformation effect through simple specific measures. Instead, organizations need to make corresponding adjustments and changes in philosophy planning, goal identification improvement, resource matching and other aspects. But from the perspective transformation is applied practice and research, the current in the applied thinking transformation path for transformation of positioning, professional structure, training scheme, course system, such as block, a suggestion or experience, not on the whole system to summarize the core elements of organization transformation, organizational guarantee enough attention to the transformation of applied, have not yet concluded relatively mature have reference significance to the transformation of the mode, can’t for the majority of local undergraduate colleges and universities organizational transformation to provide the corresponding reference (He and Li 2014; Jiang 2013; Li and Wang 2012; Liu et al. 2012).

1.4 Conclusion

5

1.4 Conclusion Based on the above research background, where newly built undergraduate course colleges and universities of applied transformation is integrity, systematic organizational transformation, need a multi-dimensional concept, structure, resource, system all-round cooperation, from the perspective of organizational transformation, system thinking transformation process, open the organizational transformation in the applied role transformation effect and mechanism of black box, for more than six hundred local newly-built universities and colleges of undergraduate course applied transformation provides the reference of organizational transformation has become particularly important. Combined with the orientation of local newly established universities, the effect of application-oriented transformation is mainly reflected in two aspects. On the one hand, to improve students’ professional and technical ability, to train outstanding talents for local enterprises, mainly through teachers to carry out education and teaching reform, improve the curriculum and the application of teaching behavior to achieve; On the other hand, the improvement of teachers’ service ability is mainly reflected in the improvement of teachers applied scientific research level. Therefore, this study focuses on the impact and mechanism of organizational transformation on application-oriented teaching and research in local undergraduate universities (He and Li 2014; Jiang 2013; Li and Wang 2012; Liu et al. 2012).

References He Z, Li Y (2014) Constructing China’s modern vocational education system based on international education standard classification. J Cap Norm Univ (Soc Sci Ed) 24(3):11–19 Jiang D (2013) Research on the development trend of contemporary world vocational education. China Electron 20(11):319–321 Li Z, Wang X (2012) The enlightenment of ability development system to the reform of talent training model in higher vocational colleges—a case study of Nanyang Technological Institute in Singapore. China High Educ Res 22(10):20–29 Liu J, Gao H, Zhao X (2012) The development strategy of higher vocational professional clusters adapting to the requirements of regional industrial clusters. Mod Educ Sci 4(4):18–24

Chapter 2

The Current System of Local Undergraduate Universities in China

This chapter concentrates on examining the current system and mechanism of local universities from the perspective of organizational transformation. Specifically, this chapter firstly describe and introduce different kinds of local universities and colleges in different areas from the dimensions of organizational transformation. Then, it also explores different types of local colleges and universities to examine the influence of various dimensions of school organizational transformation on the organizational transformation of departments. The application-oriented transformation of local undergraduate institutions is of great significance in providing the country with application-oriented talents and continuously promoting the classified and characteristic development of higher education. It is of great significance to study the organizational transformation and the interaction among various links in the process of application-oriented transformation to grasp the transformation process, timely find problems, adjust the direction, constantly promote the implementation of applicationoriented transformation measures and promote application-oriented talent training. This study uses a variety of measurement methods to describe the organizational transformation in the application-oriented transformation process of local undergraduate institutions in detail, as well as the mechanism of organizational transformation’s influence on application-oriented scientific research and teaching, aiming at diagnosing and finding problems in the transformation and providing reference for managers in practice.

2.1 Organizational Transformation Dimensions of Local Universities in China Before conducting the research on the impact of organizational transformation on applied scientific research and teaching, we should have an in-depth understanding of the organizational transformation of newly established universities and departments. According to the above account of the factor analysis method, the school © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2021 J. Li, New Directions of Local Higher Education Policy, Exploring Education Policy in a Globalized World: Concepts, Contexts, and Practices, https://doi.org/10.1007/978-981-16-4438-2_2

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transformation to extract the concept planning and resource matching, applied orientation and professional Settings, emphasis on practice teaching and teaching reform, university-enterprise cooperation guidance incentive system and administrative strict appraisal and promote the five factors, fit the organization’s positioning, planning, strategy, system, leadership style, five aspects. According to the factor analysis method described above, four factors were extracted from the transformation level of the department: application-oriented positioning, practical and practical training resource guarantee, learning-oriented team building and assessment management, which fit the four aspects of positioning, resources, personnel and system. This section presents the current situation of organizational transformation dimensions of schools and departments in different types and regions, and intuitively grasp the characteristics of organizational transformation of new undergraduate institutions in different types and regions.

2.2 Dimensions of Organizational Transformation of Schools According to the previous exploratory factor analysis and confirmatory factor analysis results, this study obtained five dimensions of organizational transformation of schools. The following will introduce the dimensions of organizational transformation of new undergraduate schools in different types and regions (Yang 2012, 2015; Zhang 2015, 2018).

2.3 Suggestions on the Current System and Mechanism of Local Universities in China First, we should put ideas into practice and comprehensively apply the guidance and incentive system and the assessment and management system to push teachers to take actions to change the direction of applied scientific research and teaching. Studies show that school level of university-enterprise cooperation guidance incentive system had the greatest influence on organizational transformation of each dimension of department, according to previous research, a large proportion of organizational transformation resistance comes from the organizational members are faced with the uncertainty—41 25, clear guidance incentive system for maneuverability stronger rules has been clear about the teachers under the background of transformation applied to take specific actions, and take appropriate action after will get the corresponding reward, provides reference for teachers’ action transformation template, can also inspire the impetus for the transformation of teachers through considerable interest. The guidance and incentive system can guide teachers with high initiative to take active actions in the course of teacher suspension, training and teacher reform

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in order to get rewards, but it cannot activate the motivation of passive teachers. The assessment management system starts with hard assessment indicators and puts forward minimum requirements for each teacher. Those who do not carry out application transformation will face explicit punishment in terms of salary, professional title and other aspects. These negative signals can stimulate the action transformation of passive teachers. The combination of positive guidance, such as guidance and incentive system, and negative punishment, such as assessment and management, makes rewards and punishments clear, enhances the predictability of actions, and jointly plans a set route for organization members, so as to limit teachers’ actions to application-oriented transformation. Second, we should strengthen the implementation of the college and put the strategic planning of application-oriented transformation into practice. The organizational transformation of the school mainly plays a role in applied scientific research and teaching through the implementation of departments. In the regression analysis, it is found that the influence coefficient of each dimension of school organizational transformation decreases, and its significance decreases, or even changes from significant to insignificant. According to the result of the tendency value matching, the organizational transformation of the school and department has a more comprehensive and greater influence on teachers’ scientific research and teaching than that of the school. The applied strategic planning of the school needs the cooperation of the school and department to play a real role for teachers and students. In the process of application-oriented transformation, local undergraduate institutions should first do a good job in top-level design, make corresponding resource preferences for application-oriented transformation at the school level, and unify system design to encourage and guide departments, majors and teachers to actively carry out scientific research and teaching transformation. Second, we should strengthen communication, understand the pain points and difficulties in the implementation process of departments and colleges, work out a workable university-level system, make corresponding adjustments in other systems, and cooperate with the introduction of new systems to provide a coordinated and friendly institutional environment for application-oriented transformation. Thirdly, the school should strengthen the evaluation and testing, understand the implementation effect of the school and department system, form a stable feedback mechanism, timely supervision and dynamic adjustment, constantly solve the difficulties in the transformation that cannot be coordinated by the school and department, and help the school and department to implement the transformation measures (Yang 2012, 2015; Zhang 2015, 2018). Third, we should strengthen the role of teacher suspension and training in promoting applied scientific research and teaching, continue to deepen measures to promote teacher suspension and training, improve the quality of teacher suspension and training, coordinate teaching tasks, and provide time for teachers to participate in training. It is found that organizational transformation plays a limited role in promoting teachers to participate in temporary training and improving the quality of further training, and the duration and content of teacher temporary employment and

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training have little impact on applied scientific research and teaching. Teacher temporary employment and training do not become the methods and strategies for organizational transformation to affect applied scientific research and teaching. Descriptive statistics show that 63.8% of teachers have not participated in temporary training, the proportion of training content is enterprise production practice is only 23.1%, the proportion of training content is curriculum development and teaching is 54.8%, and there are few targeted further trainings, which cannot meet the needs of improving applied teaching ability. Schools and colleges should jointly formulate policies to promote the teacher’s credentials the exercise to the enterprise, understand the enterprise production practice, improve the ability of application technology, refresher training, curriculum development and teaching credentials the exercise will help teachers learn ability of application technology, enterprise practice successfully transformed into the curriculum and teaching behavior, combined with the enterprise practice and teaching for the program. Fourth, multi-party leadership should be taken to build a platform to strengthen the collaboration between teachers and enterprises, improve teachers applied scientific research ability through teacher suspension and training and school-enterprise cooperation, and strive for more applied scientific research opportunities for teachers. The results of the regression analysis show that the organizational transformation of schools and departments can help teachers change their ideas and think that the scientific research orientation of schools and teachers is application-oriented, but it has limited effect on the proportion of application-oriented projects that teachers actually participate in. The result of propensity score matching shows that the in-depth organizational transformation of schools and departments cannot effectively improve the proportion of teachers participating in applied projects. Teachers’ participation in applied projects is mainly influenced by the opportunities of horizontal subjects and their own level of applied scientific research. Schools on the one hand, to strengthen teacher’s temporary and training, build a platform, strengthening the cooperation of teachers and enterprise, through the teacher credentials the application training and cooperation between colleges and improve teachers’ scientific research ability, on the other hand also led to many, in schools, departments and enterprises to carry out in-depth cooperation, strive for more applied research opportunities for teachers (Yang 2012, 2015; Zhang 2015, 2018).

References Yang P (2012) Employability as the new mission: a case study of organizational reform in higher vocational colleges. Res Educ Dev 32(1):65–75 Yang L (2015) Realizing the transformation of local undergraduate universities to applied technology universities: inevitable trend, problems and practical path. J Honghe Univ 205(02):110– 114 Zhang L (2015) Review on the development model of new application-oriented universities in China in recent years. J Chizhou Univ 20(02):131–134 (Tian Haiyang)

References

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Zhang H (2018) Research on the countermeasure of “mutual growth” between teaching and research in application-oriented universities. Univ Educ 28(03):1–3

Chapter 3

The Emergence of Application and Skill-Based Local Graduate Universities in China

This chapter investigates the emergence of application and skill-based local colleges and universities in China from an overview perspective. This chapter attempts to investigate the organizational changes of a skill training organization established in the early 1980s in China. This chapter focuses on the social construction and talent training of the skill-based university system and analyzes the organizational change in the past 30 years, which mainly includes the historical stage of organizational development, dynamic mechanism, essence of change and social consequences. In terms of system design, the higher education system structure of China has gradually formed a pattern of research, application and skill-based colleges and universities, while higher vocational colleges occupy half of higher education and are important organizations for training skilled talents. As an important part of higher education, vocational colleges have taken up half of higher education in terms of enrollment scale and employment number and become important educational organizations to train national skilled labor force. From the perspective of policy orientation, since 2004, the state has issued a series of policies to promote the development of vocational education and the construction of higher vocational colleges at the institutional level, aiming to establish a modern vocational education system in line with the development of market economy and vigorously develop higher vocational education.

3.1 The Emergence of Application and Skill-Based Local Colleges and Universities in China The report of the 19th National Congress of the Communist Party of China (CPC) pointed out that we should deepen supply-side structural reform and establish a modern economic system. The grand blueprint of Made in China 2025 is to transform China from a manufacturing power into a manufacturing power, and the realization of this goal requires strategic support from a multi-level talent training system. In 2015 © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2021 J. Li, New Directions of Local Higher Education Policy, Exploring Education Policy in a Globalized World: Concepts, Contexts, and Practices, https://doi.org/10.1007/978-981-16-4438-2_3

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with the “made in China 2025” issued by the state policy document is our country implement the strategy of manufacturing power of action, in the first decade of file to China from a big manufacturing is a manufacturing powerhouse, in order to achieve the goal of manufacturing industry transformation and upgrading, the state will set up multi-level technical skills training system, training master across different knowledge and skills of the new technology skilled Labor. The State Council’s reform of “integration of industry and education” and “Introduction of enterprises into schools”, as well as the implementation Plan of Vocational Education Reform in 2019, embody the national system of combining school and enterprise to innovate vocational education, and construct the strategic layout of talent support system to serve economic development (Zhun 2018; Wu and Xia 2016; Xu 2014; Yang 2012, 2015). However, the current situation of China’s skilled labor force training is not ideal. The training of skilled personnel cannot adapt to the trend of China’s economic structure adjustment and rapid development since the market-oriented transformation, especially in terms of the specialty setting, course system, training program, post matching degree and employment quality. It is mainly manifested in the following aspects: first, there is a serious shortage of young skilled labor force trained by vocational colleges, which cannot meet the needs of human capital accumulation for industrial upgrading in terms of technical level and number of personnel. Secondly, the cultivation of skilled labor force cannot meet the needs of industrial structure transformation and upgrading in terms of occupational types, knowledge and skill structure, work ethics, etc. Third, most small and medium-sized enterprises refuse to invest in the training of skilled personnel in order to avoid the external risk of skill formation. Fourth, after the crisis of skill transfer in factory apprenticeship, the state started to establish the so-called modern apprenticeship based on vocational colleges, but the mode of combining work with study and skill transfer and accumulation in school-enterprise cooperation advocated by the state in vocational education was in name only. In market transition, the existing research is focus on the vocational education system and the complexity of the labor market demand match, manufacturing skills don’t match or skills shortage, low efficiency of talents training in higher vocational colleges, and skilled talents training in higher vocational colleges from aspects of government, enterprises and labor market impact. At the same time, we find that after the establishment of China’s vocational school system, the state has gradually constructed a set of “central province centralized” education governance model and formed a set of bureaucratic vocational education management system. After the expansion of university enrollment in 1999, higher education entered the stage of popularization, and colleges and universities changed from elite type to mass type and elite type, and gradually assumed dual functions. In vocational school organizational level, the technical training of colleges and universities from specific skills gradually to the trend of the development of the comprehensive universities, commonality vocational education academic orientation concept in vocational education is the pursuit of entrance education and academic orientation, school in professional Settings, organizational structure, organizational goals, teacher structure, administrative system, gradually become a “giant” schools, which

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a lot of discipline establishment, flattening of education and the development of the functional structure, organizing isomorphous mode, etc. (Zhang 2008, 2018; Zhang and Tian 2015; Zhang and Dai 2007). At the macro institutional level, China has undergone a transition from a planned to a market system, and at the same time, the skills-formation system has undergone a change from internal inheritance to external learning, that is, from factory apprenticeship to the vocational school system. Under the transformation of this skill formation system, the form of skill training organization has undergone changes from stateowned enterprises with apprenticeships to skill training centers serving employees of state-owned enterprises to public vocational colleges. After the marketization reform, facing the dynamic changeable market demand, vocational schools need to cultivate skilled talents with market competitiveness, this requires vocational education group in education idea, system design, knowledge organization structure, faculty structure, type, major setting, curriculum system and teaching method of the corresponding change. As a public mass education organization, the specific skill training organization has been transformed into a national vocational college. As a kind of public education organization, the type of skill and knowledge transmission has gradually changed from the specific to the general, and it faces the requirements of the reform of the training mode of new technical skills. In addition, public vocational colleges are national public institutions, following the bureaucratic management system, and their organizational goals have undergone changes from single to multiple. At present, there are many researches on vocational education in China, but these researches either focus on the cultivation methods of skill formation from the perspective of educational process and methods. Or from the perspective of macro institutional environment, it analyzes the matching between the institutional changes of vocational education and the social system. In the study of curriculum history, there are two different orientations of fact view and practice view. The former focuses on the role of the external social environment structure of education on curriculum evolution, while the latter focuses on the power interaction between teachers and students within the organization and the establishment of knowledge paradigm. The skill formation system focuses on the social construction process of skill system matching in different countries and examines the historical transformation and social consequences of apprenticeship from the perspective of historical institutionalism. This theory holds that the evolution from apprenticeship to vocational school system reflects the logic of institutional change at the macro level of the country, that is, with the transformation from planning to market system, China’s skill formation system also experienced a process of change from internal to external. The social construction of apprenticeship is put into the framework of system matching, and the linkage between the skill formation system and the social security system, the enterprise internal management system and the vocational education system is concerned. The research on the skill formation system has a historical dimension and has a deep concern for the practical problems, and has put forward a lot of theoretical insights, especially to the research on the system and organization of Chinese skilled colleges and universities. Some studies focus on the reproduction effect of vocational education on low-end skilled labor class from the perspective of social stratification and

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human capital investment. These studies start with the students of vocational education, analyze the process of education and social results, and have the characteristics of critical pedagogy theory (Zhang 2008, 2018; Zhang and Tian 2015; Zhang and Dai 2007; Zhun 2018; Wu and Xia 2016; Xu 2014; Yang 2012, 2015). In terms of the national macro-social system, Chinese society has undergone three major transformations—from planning to market system, from closed to open system, and from overall domination to technological governance. The institutional transformation becomes the macro institutional environment for the organizational change of Chinese skill formation. After the market-oriented reform, with the reform of China’s labor and employment system and the restructuring of state-owned enterprises in the 1990s, there was a crisis in the transfer of skills in traditional factory apprenticeship. According to the theory of institutional change and institutional matching, the state gradually established a skilled school system that conforms to the development of the market economy and meets the needs of the external labor market and began to establish a modern vocational education system. The expansion of education enrollment increases the gross enrollment rate of universities, but results in the decline of education quality. In fact, the expansion of education enrollment is the process of the inferior quality of higher education and the depreciation of academic qualifications. The expansion of university enrollment and the devaluation of higher education qualifications result in the lower level of higher vocational education, which becomes an inferior and surplus education mode in the national education system. This is an important institutional background for the orientation and organizational upgrade of higher vocational education. The other party, we saw the state education authorities are pushing points of China’s higher education regulation, namely the track of vocational education and university education, vocational education as a type of education, in the central administration of establishing special education institutions, local government began to shift from the head of the industry to the director of education on the vocational education policy guidance, applied undergraduate colleges and universities and guide the transformation of new and higher vocational college, university of technical transformation to the application, try to explore the construction of vocational education undergraduate course colleges and universities of these policies reflected the present education thought and the concept of policy changes, Some studies suggest that the government encourages a number of technical colleges to transform into application-oriented technical universities because it realizes that the popularization and marketization of higher education cannot be completed by the elite education of traditional universities, but it should find a new way to establish a new technology-oriented higher education system (Zhang 2008, 2018; Zhang and Tian 2015). In the context of institutional transformation and higher education reform, this study has important practical significance. In terms of national skill accumulation, vocational education has become an important mechanism for national manufacturing industry transformation and upgrading, industrial technology inheritance and human capital accumulation. In the aspect of training skilled labor force, vocational school is an important channel to realize education equity and social mobility, and an important intermediary mechanism to link technology, labor, education and social

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factors. In China, the huge population pressure and technological upgrading bring many challenges to the cultivation of skilled labor force. In the context of social transformation, the historical investigation of organizational cases in this study is helpful to outline the process of institutional concept and institutional change, organizational transformation and labor force cultivation. Let us have a deeper understanding of the dynamic mechanism of the development and formation of China’s technical university system. As for the mode of economic growth and the types of enterprises, China is undergoing the transformation from labor-intensive to technology-intensive, and industrial upgrading and development require the transformation of the cultivation mode of skilled labor force. The competitive advantage of emerging industries lies not in the demand for low-end, assembly-line industrial workers, but in the need for high-end skilled personnel in line with technological upgrading—blue-collar skilled labor force. The changing trend has formed new requirements for China’s skill formation system, organizational goal of skill training, type of knowledge training, speed of knowledge updating, and labor process of skilled personnel. On the one hand, it is necessary to develop skills to adapt the organization to the market demand, constantly adjust the organizational goals, and meet the flexible market-oriented needs and industrial structure changes. Personnel training should meet the development needs of high-tech industry, information industry and new manufacturing industry. On the other hand, in terms of training content, transferability and universality of skills and knowledge are required to be transferred, as well as the construction of a new “spirit of craftsman”, namely, the focus of skill input and the long-term continuous improvement of technology. At the same time, the historical investigation of Sino-German college has important theoretical and methodological significance, which is mainly reflected in the perspective of historical institutionalism, the transcendent dichotomy pattern in methodology, the organizational concern under the system comparison, and the connection with the study of labor politics (Zhang 2008, 2018; Zhang and Tian 2015; Zhang and Dai 2007; Zhun 2018; Wu and Xia 2016; Xu 2014; Yang 2012, 2015).

3.2 Modernization Dilemma of Educational Governance in Application and Skill-Based Local Colleges and Universities in China The modernization of educational governance is carried out within the framework of the transformation of national grass-roots governance model. Under the transition from planning to market system, the national grassroots governance model has also undergone a change from overall domination to technical governance. This transformation of government governance functions is reflected in the changes in the ways of resource allocation, the reshaping of the relationship between central and local governments and the improvement of the autonomy of grassroots organizations. However, there are two different research orientations in the analysis of the social

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consequences of the transformation of this governance model. Some studies point out the leading role of the state in the modernization of governance and the enhancement of the autonomy of grassroots organizations. The reform and transformation of Public institutions in China can promote the transformation of the role of the state and the transformation of public institutions into enterprises and privatized ones. This is bound to change the relationship between the non-profit sector and the state under the planning system, turning passive dependence into active promotion. In order to change the organizational function chaos and management system bureaucratic phenomenon. In particular, in recent years, relevant studies on the project system of national governance believe that project system, as a new national governance system, has changed the original mode of superior restricting subordinate under the bureaucracy, and is a way of power domination and resource mobilization different from the traditional bureaucracy. As a system design concept, project system represents the expected goal of national top-level design, that is, to realize the modernization transformation of national governance, form a modern, professional and rational government and social governance model, and realize the transformation from bureaucratic government to service-oriented government governance. This project means of special national financial transfer payment can break through the shackles of bureaucracy under unit system, at the same time, restrain the differentiation effect caused by market system, and increase the effective investment in public services. China’s early national governance mechanism had a movement mobilization governance model, which reflected a top-down political mobilization way to break through the original bureaucratic system, mobilize resources and achieve specific organizational goals. Some studies have also pointed out the interaction between grassroots organizations and higher governments caused by the acquisition of projects. The acquisition, execution and evaluation of resources cannot be separated from the bureaucratic system. For the governance of grassroots organizations, the form of organization changes from bureaucracy to project system, but the essential governance mechanism remains unchanged. In particular, in terms of organizational operation, execution process, information communication and communication, decision-making and result-oriented, project system often strengthens bureaucracy in grassroots organizations, which may lead to more centralized power. In grassroots organizations, project system does not break through the shackles of the original bureaucracy. These discussions focus on the tension between authoritative and decentralized governance, bureaucracy and project-based governance, performance-based management and hierarchy. Some studies believe that the current governance mode in China is “bureaucracy as body and project as application”, and the efficiency of project system is subject to the influence of institutional form and structural relationship of bureaucracy. The tension between them is mainly reflected in unified planning of projects and line transmission of bureaucracy, time period and normality of projects, and tension between goal orientation of projects and bureaucracy rule orientation. In the research on targeted poverty alleviation and grassroots governance, it is believed that grassroots practice follows bureaucratic rationality and relational rationality. In addition to the tension with bureaucracy, it will also encounter the influence of the

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relationship rationality between value type and tool type, so as to bring about the differentiation of specific operation of project system. In fact, the operation of project system is the interaction between power relations and interest politics. In the concept of pursuing profit, the collusion between government and business combining power and money is realized. The core of the operation of project system lies in the autonomy of social subjects (Zhun 2018; Wu and Xia 2016; Xu 2014; Yang 2012, 2015). The research on education governance more follows the theoretical framework of national grassroots governance. Higher education institutions, as public education organizations, have experienced the transformation of national governance model from the conventional control of bureaucracy to the reform of project system. In 1955, the financial allocation mode of higher education institutions was changed to the mode of “base plus development”, and in 1986, the State Education Commission and the Ministry of Finance issued the Implementation Measures for The Reform of Financial Management of Higher Education Institutions and formulated the allocation mode of comprehensive quota plus special subsidies. At this time, project funds become an important source of university funds. The 211 and 985 construction projects reflect the characteristics of some project systems, through which key institutions of higher learning receive financial support in terms of professional talent training, teaching and research, discipline construction, etc. Marked by 211 and 985 construction projects, the features of unit system are gradually diluted, and the way of project system implementation is expanded. Some opinions hold that modern educational governance (project system) introduces competitive efficiency and performance appraisal mechanism, realizes a kind of fair competition for resources, and reconstructs the internal structure and resource allocation mode of grassroots organization. The project-based resource planning and control mode, emphasizing a kind of technical rationality, merit-based principle and the process of one case for one discussion, changes the plan-based administrative governance mode and is the competitive mode of higher education resource allocation (Zhang 2008, 2018; Zhang and Tian 2015; Zhang and Dai 2007; Zhun 2018; Wu and Xia 2016; Xu 2014; Yang 2012, 2015). Other studies have recognized that the fairness of project-based allocation is affected by the distribution pattern of units and pointed out that the current higher education resource allocation is mainly a “unit for body, project for use” hybrid system. At present, the higher education project system cannot operate independently, but should be nested with the bureaucracy to operate in the bureaucracy control. And this change in governance reflects the change in the relationship between university and government, from the complete dependence and administrative subordination of the unit system of planned economy to the interaction of resource dependence and strategy in the era of project system. A new relationship pattern between the government and universities has been formed. The technical rationality of project system in higher education field causes fragmentation of education system governance and Matthew effect, forming an unfair pattern of resource redistribution and polarization of universities. This is a process of status transfer and structure remaking, and the resource allocation method is still hierarchical.

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These research on the modernization dilemma of higher education governance point out the different influence of governance model on the organizational level. However, project system, as a set of standardized operation procedures and indicator evaluation system, includes a series of links of project formulation, application, review, allocation, transformation, inspection and response, forming a linkage mechanism for the whole society and causing some “unintended consequences” at the organizational level. Some researches go deep into the organizational level and focus on the organizational response mechanism behind the change of governance system. The impact of project governance on the organizational level. As a contrast to the conventional institutional arrangement, project system is characterized by its uncertainty and discontinuity. As a top-down resource allocation method for grassroots organizations, different types of control rights and game processes appear at the organizational level, forming different organizational forms. The project system involves the hierarchical governance model of the upper and lower levels of the government, and the allocation and implementation process of control rights of the upper and lower levels involves the principal-agent relationship (formal authority and residual control rights), resource allocation and power game, organizational incentive mobilization and promotion. Most of the research on the organization under the transformation of the grassroots governance mode of the government focus on the influence of the grass-roots governance mode on the organizational structure. Researchers focus on the organizational issues of top-down institutional reform and policy implementation, such as principal-agent relationship between superior and subordinate, organizational response of inspection and assessment, technical governance and performance evaluation system, incentive system and organizational resource allocation, centralization and decentralization, information asymmetry, etc. But these studies have a lot of reference significance for the study of higher education governance. However, education governance is not only concerned with the predicament of modern governance from the macro level, but also reflected in the discussion of the relationship between institutional transformation and organizational change. One of the questions that these studies focus on is whether, after the market-oriented transformation, Chinese universities are members of the national bureaucracy whose organizational decisions and goals are subject to state intervention and reflect the will of the state, or whether they have the autonomy to set and develop organizational goals. Is the survival and development of organizations more dependent on institutional environment or technological environment? So, what are the different models of university development. Some studies discuss educational governance within the framework of the interaction between the state and universities. We find that under the marketoriented transformation, the logic of China’s educational governance is still stuck in the original bureaucratic system, while the introduction of project-based system, to some extent, strengthens the relationship between dependence and control. Therefore, the real modern educational governance has not been realized. Based on the review of relevant studies on the transformation of national grassroots governance model and the modernization of Education governance in China, this study takes

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the transformation of this governance model as the institutional background of organizational change and analyzes the institutional constraint mechanism in the organizational environment, as well as its impact on inter-organizational relations and internal aspects.

3.3 Motivation Mechanism of University Upgrade System The driving force for the development of Chinese universities is the exogenous international education mode, and the development of the technical rationality of modern university governance has established a systematic evaluation standard system for the internationalization of universities. With the rational development of national technology governance, digital information of grassroots government governance has been localized, systematized and logicalized. This kind of technological rational governance has formed an index and quantitative performance evaluation system, which has been applied in university evaluation. Countries and universities are compared by measurement and quantification, and a global higher education evaluation model is formed. China’s university ranking is an assessment of the academic productivity of universities, while foreign university ranking pays more attention to the technical legitimacy of universities, while China’s university ranking is more dependent on the guidance of national policies, and the influence of higher education market forces on university organization is missing. On the analysis of the establishment mechanism of the international university system, some studies focus on discussing the leading power of the state under the university upgrade system. Researchers believe that foreign educational reforms are based on neoliberal ideas and focus on state-led education systems to meet market demands. Modern Universities in China learn more from the international cognitive beliefs and technical standards in the development model, to establish a world-class comprehensive university. Evaluation report of Chinese science evaluation research center, Wuhan university, said the United States as an international standard of “basic science” (ESI) high levels of authoritative evaluation tools, to the world university evaluate scientific research institutes of scientific research competitiveness, according to Chinese universities distance gap is very big, the world-class university building world-class university to become at present the most important tasks. From project 211 and Project 985 to the modern first-class university construction project, the state has formed a path to improve the connotation of university quality with discipline construction as the core and capital investment as the main support. China’s universities are developing towards world-class universities, but this policy orientation, which overemphasizes the construction of first-class universities, has also led to many problems. This international evaluation system encourages the upgrading of university organization and the diversification of university functions. On the one hand, it loses some of the characteristics of university development under the homograph of university organization system and induces the impulse

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of university upgrading under the hierarchical ranking system of university evaluation. On the other hand, it entrusts schools with more social policy functions and forms diversified school goals and functions. University education undertakes diversified functions such as talent training, scientific research, social service and social justice. In vocational education, vocational education has also appeared in academic guidance, Andre. Walter in “in the vocational education to academic education, vocational education academic debate” pointed out that in the types of knowledge and education concept, in the context of global higher education expansion, has become increasingly blurred the boundaries between vocational education and higher education, professional education and academic tendency. The dynamic mechanism of this trend mainly comes from the state and market forces, including the changes in the concept of the connotation of vocational education, the changes in the labor market and employment structure, and the changes in the educational administrative management system. For the initiative and subjectivity of university organizations, belief system, institutional constraint and organizational interaction form the impetus of organizational upgrading. Some studies have analyzed the realization of university autonomy under the bureaucracy. Under the framework of resource dependence theory, the interaction between organization and environment and between organizations are mainly discussed. The survival and development of an organization is the exchange of external resources. However, for inter-organizational relations, he does not make a deep distinction between a process in which a strong organization absorbs stakeholders who are potentially threatening to it and a process in which a weak organization is controlled by its dependent organization, which makes the concept of “common choice” unclear. However, since then, the balance of power relations between organizations has become the focus of institutional and organizational research and discussion. Resource dependence theory is of great theoretical and practical significance to the organizational and institutional changes in China. In the face of the relationship between the government and universities, the main development funds of public universities come from the financial allocation of the government. As organizations with educational goals, their development mode is more subject to the policy guidance of the country (Zhang 2008, 2018; Zhang and Tian 2015; Zhang and Dai 2007; Zhun 2018; Wu and Xia 2016; Xu 2014; Yang 2012, 2015). For educational organizations, under the control of state bureaucracy, organizations are more passively subordinate. The bureaucratic system determines that the appointment, promotion and assessment of university leaders are made by the higher government organs, and the leadership status is determined by the administrative level of university organizations. The top-down administrative accountability system determines that the working style of leaders should be accountable to their superiors, which has become the primary goal of university presidents. In the state of relatively lack of school autonomy, organizational change more reflects the organizational structure, actions and strategies to meet the external institutional environment and other control organization needs. External institutional environment restricts the entry of organizations into the national education system, while other similar organizations actively upgrade. Faced with this kind of organizational environment and

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inter-organizational relations, the promotion system promotes the phenomenon of “organizational homomorphism”. According to the new institutionalism theory, the regulative, normative, and cultural cognitive elements of the educational organization upgrading system led to the convergence of school organizations through the legitimacy mechanism, that is, the process in which organizations adopt appropriate social roles and behaviors and gain social recognition.

3.4 Conclusion First of all, the personnel structure and criteria involved in the evaluation of the university ranking system are relatively professional and stable, and the evaluation process is more dominated by national forces. Only when the university organization is closer to the social center system of the social space, can its production development be more legitimate and rational, form social recognition and obtain higher prestige level position. And the arrangement of resource allocation center and edge level position is generated. Secondly, at the belief level, the upgrade system is based on the social concept system, which becomes a stable and Shared value concept and the basis for people to share knowledge and social value judgment. Therefore, organizational upgrading is constructed in the interaction between the organization and the environment, including belief system, institutional constraints and interorganizational interaction. The research on university upgrade system more reflects the role of international evaluation system and bureaucratic administration system under the leadership of the state on organizational upgrade. Previous studies have touched on the concept and social mechanism of the formation of the upgrade system, analyzed the important influence of the institutional environment on the organization, and pointed out the important role of the state in the organizational upgrade mechanism of universities. These research for this study provides some important problem consciousness and mechanism analysis of the breakthrough point, if pay more attention to the modernization of education management predicament is a macro level of social governance problems, then, system of colleges and universities to upgrade the research Angle of view, more embodies the analysis of middle social mechanism, and the interaction of the system are analyzed in detail and organization, points out the specific mechanism of resource dependence and the relationships between organizations, as well as the role of belief structure formed in the upgrade system (Zhang 2008, 2018; Zhang and Tian 2015; Zhang and Dai 2007; Zhun 2018; Wu and Xia 2016; Xu 2014; Yang 2012, 2015).

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References Wu S, Xia J (2016) Research summary on the construction of curriculum system under the training goal of applied undergraduate talents. Contemp Vocat Educ 20(08):10–14 Xu J (2014) Promoting the evolution of school-enterprise cooperative education through reform and innovation—based on the consideration of the transformation and development of local newly built undergraduate universities. Chin Out Sch Educ 20(S3):337–339 Yang P (2012) A case study of organizational reform in higher vocational colleges. Res Educ Dev 32(Z1):65–75 Yang L (2015) Realizing the transformation of local undergraduate universities to applicationoriented universities: inevitable trend, problems and practical paths. J Honghe Univ 20(02):110– 114 Zhang L (2008) Analysis on the difficulties and path selection in the transformation of local universities to applied universities. J Theory Mon 20(10):97–100 Zhang H (2018) Research on the countermeasure of teaching and research “mutual growth” in applied university. Univ Educ 20(03):1–3 Zhang L, Dai Y (2007) Analysis on the resistance factors of organizational change. Sci Technol Sq 20(06):56–58 Zhang L, Tian H (2015) Review on the development model of new application-oriented universities in China in recent years. J Chizhou Univ 20(02):131–134 Zhun P (2018) Research on the influencing factors and promotion strategies of young teachers’ scientific research ability in applied universities. Anhui Lit 20(11):220–222

Chapter 4

The Vocational Education Policy Development in China

This chapter involves examining the vocational education development in China as one major type of local universities. Logic of the evolution of China’s vocational education policy, Evolution of vocational education policy, and connotation of educational governance concept have been fully explored in this chapter. The institutional environment of the organizational change of vocational schools is the policy of national higher education and vocational education. The periodic change of macroscopic system becomes the dividing point of the change of vocational school organization. China’s macro institutional environment has undergone a transformation from a planned system to a market system, from a closed system to an open one, and from overall domination to technological governance. In terms of education policy, China’s education governance model has also experienced the stages of authority control, special governance and project centralization. From the historical transformation of China’s education finance system, we can find that after the tax distribution reform, the original state planning system under the overall control of the way of financial planning, local governments have a certain degree of education finance and executive power, colleges and universities have a certain degree of financial autonomy.

4.1 Introduction In the late 1990s, the central government gradually tightened its control. In 2000, it began to strengthen fiscal control, especially fiscal transfer payment, so as to control the collection of local government taxes and fees and bring them into the fiscal budget system. With the “centralization of provincial power” in the financial system, the enrollment quota system under the national education system, the performance appraisal system centered on the assessment and accountability of officials, the bureaucratic personnel power system, and the education ranking system of international evaluation indicators have been formed at the institutional level. These © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2021 J. Li, New Directions of Local Higher Education Policy, Exploring Education Policy in a Globalized World: Concepts, Contexts, and Practices, https://doi.org/10.1007/978-981-16-4438-2_4

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institutional mechanisms affect the transition path of vocational school organization. The evolution of vocational education organizations in China has gone through four stages. It has evolved mainly from the traditional factory apprenticeship, to the modern apprenticeship of the national skills training center, to the public vocational colleges and the construction stage of the applied technical university. The first stage is the unit apprenticeship under the planned economy system. This skill training mode mostly exists in the period of factory apprenticeship. The skill training center is similar to the dual-system vocational education mode in Germany. It mainly relies on the country to serve state-owned enterprises and focuses on providing the employees of state-owned enterprises with cultural knowledge learning and special skills training, as well as college and technical secondary school education and vocational qualification certificates. In the second stage, in the 1990s, with the deepening of market reforms, there was a crisis in the transfer of skills from traditional factory apprenticeships. Under the policies of the reform of the labor and employment system, the restructuring of state-owned enterprises and the expansion of educational enrollment, the state encourages the development of technical secondary schools and technical schools and increases their enrollment. Under the national coordination, skill training centers have been transformed and upgraded to national public secondary and higher vocational colleges. In the third stage, the proposal of “Made in China 2025”, vocational education development needs to coordinate with national industrial transformation and upgrading. The national education policy adopts project system (model school construction) to support the development of higher vocational colleges. Some vocational schools are on the road of organizational expansion and school-level transformation. In the fourth stage, the development strategy of vocational education puts forward the policy of constructing the system of Applied technical universities in China. On the basis of the transformation of the two schools and the upgrading of higher vocational colleges, the state strengthens the construction of skill training colleges and gradually forms the construction sequence of applied technical universities in the national higher education system. In this context, some vocational colleges take advantage of the opportunity to actively upgrade to the university of applied technology (Wu 2015; Yang and Su 2012; Yao 2014; Zhou 2015; Zhao and Feng 2003; Tian et al. 2015).

4.2 Logic of the Evolution of China’s Vocational Education Policy The concept of governance reflects the cognitive structure of governance subject to the characteristics of governance objects and governance methods. China’s educational governance is more of a top-down educational management framework, that is, the government occupies a dominant position in the governance process. Therefore, we mainly look at the change of the concept of vocational education governance and the trend of policies from the perspective of the state. Under the background

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of transition from planning to market economy system, the policy concept of Vocational education in China has undergone a series of changes. The policy of vocational education includes policy idea, policy system and implementation, policy flexibility, social effect of the policy, etc. The content of the policy includes educational financial system, educational administrative management system, educational personnel system, educational performance evaluation system, etc. The cognition of vocational education and the idea of educational governance have become the policy idea of China’s vocational education. The change of social governance is related to the change of educational governance concept. The historic change of social grass-root governance and inter-governmental relations has gone through three stages. The first stage is the governance model dominated by the state overall planning. Mainly concentrated in the planned economy system, unit system has become an overall and comprehensive governance control, labor employment system is also a lifelong welfare system. In the second stage, after the market reform in 1978, the concept of simplified governance emerged, and the state established a controlling relationship with the grassroots government and society through some special governance. At the same time, the establishment of the free flow of labor market, the formation of a new social space outside the system, relatively relaxed state governance. The reform of the tax distribution system also gives local governments a certain degree of autonomy. In the third stage, after 2008, project system became a governance system. The country actually strengthened the centralization of power in a new way and formed a technological governance model in terms of governance means. The way of technology governance is more refined and networked, presenting the process and effect of governance through data indicators. Educational governance is more in accordance with the logic of social governance transformation. Educational ideas, on the one hand, originate from the concept of social modernity, and on the other hand shape the mode of educational governance. Yao Rong believes that the modernization of national governance has put forward new requirements for the restructuring of higher education structure, and the current national policy of promoting the transformation of undergraduate universities into application-oriented technical universities reflects the modern governance concept, that is, the transformation from national supply-oriented institutional arrangement to institutional interest-driven autonomy (Tian et al. 2015; Liu and Tian 2014; Wang 2004; Wang and Yang 2008).

4.3 Development Stage of China’s Vocational Education Policy Some scholars have divided the development stage of vocational education policy from the perspectives of macro system transformation, governance modernization, industrial development stage and national policy supply characteristics. The different perspectives of division represent the differences in the development concept of

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vocational education. According to the theory that vocational education development meets the needs of industry and market, vocational education policy can be divided into four stages: single educational structure (1978–1990), scale and efficiency priority (1991–1998), promotion of employment and re-employment (1999– 2002), and service economy development (2003–2009). The stages of vocational education policy based on the evolution stage of macro system are recovery stage (1978–1984), development stage (1985–1996), landslide stage (1997–2001) and revitalization stage (2002–2008) (and earthquake, 2009). According to the development logic after the market-oriented reform, it is divided into three stages: exploration, development and connotation. According to the relationship between the government, the market and the school organizations in the development of vocational education policies in the evolution of governance modernization, the characteristics of different stages of policy development are analyzed. In terms of the evolution of higher education policy, different scholars have different bases of classification. The division system of policy evolution is a historical path of social, economic, political and cultural development, but this division does not reveal the essence of policy evolution and the relationship between social system. The level of policy evolution involves educational concept, matching system, social industrial structure, educational structure and management system, organizational transformation and other aspects. The different dimensions behind the phased division of China’s vocational education policy should be analyzed (Wu 2015; Yang and Su 2012; Yao 2014; Zhou 2015; Zhao and Feng 2003; Tian et al. 2015; Liu and Tian 2014; Wang 2004; Wang and Yang 2008). From the perspective of the policy evolution of China’s vocational education, it has gone through the development period of factory apprenticeship, the recovery and adjustment period of vocational education after the Cultural Revolution, the vigorous development stage, the market decline stage and the revival stage of industrial transformation and upgrading. The change and transformation of these vocational education policies mainly come from the change of the concept of national vocational education. According to the evolution of the concept of vocational education national policy logic, vocational education policy development stage of this study is divided into apprenticeships stage (1949–1978), vocational schools to establish stage (1979–1999), education expansion and the popularization of higher education stage (1999–2003), the central and provincial project scheme stage (2004–2015), the technical university construction stage (2015–present). First, the “work-study” concept of modern apprenticeship. Under the planned economy system, the cultivation of skills is mainly carried out under the unit system. Under the overall planning of the national apprenticeship system, state-owned enterprises have become the main training organization for laborers and actively engaged in skill training. Under the scheme, apprenticeship is the main form of internal skill formation and plays an important role in skill accumulation and innovation in Chinese enterprises. At the same time, there is another kind of school-style external skill training system under the planning system, which mainly adopts the mode of training center that connects factory labor and studies on a part-time basis. In 1958, the International community put forward the concept of “two education systems and

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two labor systems”. First, agricultural middle schools were set up in the countryside, which were “half farmers and half students”. This policy idea comes from the German dual system of vocational education, which is based on the dual system of school and enterprise training. The work-study system implemented in secondary vocational schools in China has the significance of modern apprenticeship. After the founding of the People’s Republic of China, the skills training mode in China was mainly “factory apprenticeship supplemented by technical schools”, and most of the technical schools adopted the work-study mode. Second, vocational education as a supplement to higher education. After the reform and opening up, the state adjusted the single secondary education structure, vigorously developed technical schools, and changed the traditional way of training skills in factory apprenticeships. The development and expansion of vocational education is to supplement the remaining part of higher vocational education and solve the problem of employment and unemployment). The concept of vocational education development is to serve the technological development of small and medium-sized enterprises and form a reservoir of labor force. After the expansion of education enrollment and the devaluation of academic qualifications, vocational education is regarded as the education to cultivate low-end skilled labor force at a low level. Therefore, the state adopts the method of “three reforms and one supplement” to develop vocational education. Third, the state shall improve the level of vocational education and establish a higher vocational education system. China’s vocational education has experienced a period of sluggish development, and the country has realized that the transformation and upgrading of industrial structure requires the cultivation of higher-end skilled labor force. To improve the level of vocational education, some secondary vocational schools have been transformed into higher vocational education, and higher vocational colleges have been upgraded. In the process of vocational education reform, the state strongly advocates the cultivation of high-end skilled labor force (Wu 2015; Yang and Su 2012; Yao 2014; Zhou 2015; Zhao and Feng 2003). Fourth, the tension of market reform and state intervention. The state has always hoped to explore ways to reduce financial input in vocational education, encourage diversified schools, advocate joint running of schools by enterprises, institutions and all sectors of society, give play to the power of enterprises and industries in running schools, and take the road of marketization. Specific policies also reflect the intention of introducing market forces to participate in the development of vocational education. However, the decrease of funds has triggered the trend of decline in vocational education, especially the secondary vocational education level. Due to the inborn disadvantages of vocational colleges, poor market demand ability and the depreciation of academic qualifications, secondary vocational students have been reduced and the quality of education has fallen behind. The national policy level only then realized the vocational education innate insufficiency characteristic. In terms of policy changes, the market mechanism and government intervention seek a proper balance, and gradually shift to rely more on government intervention, focusing on support and development.

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Fifth, the balanced development of the general post and the idea of supporting the higher vocational colleges. In the face of the shortage of high-end skilled personnel in the country, the country relies on administrative control, and the educational ratio of the general post reaches 1:1 in quantity. Policy orientation is more about metrics and quantity than quality of vocational education. However, this model is forced by the policy of the Ministry of Education, which will inevitably lead to further deviation between the supply of skills and the demand. As for higher vocational colleges, according to the concept of university 211 and university 985 construction, the state mainly supports some higher vocational colleges through project system (model school), advocates bridging the gap between general education and vocational education and strengthens school-enterprise cooperation and industry-university combination. Sixth, the goal of pluralistic social policy and the concept of applied technical university. The state continuously penetrates vocational education through public finance and imposes some social policy objectives on vocational education through an administrative task instruction and plan, thus making the goals of vocational schools diversified. At the same time, in order to improve the educational level of vocational education, the state began to try to establish the system of Applied technical universities in China through the transformation of the two colleges and the upgrading of higher vocational colleges.

4.4 The Historical Evolution of China’s Vocational Education System and Organization The concept of vocational education and the mode of organizational development are interrelated. Under the guidance of different vocational education ideas and policies, China’s vocational education structure and different organizational forms have been formed. Some scholars defined the structure of higher education from the perspective of administrative subordination and functional categories of institutions of higher learning. They believed that the structure of higher education in China could be divided into three categories according to the subordinate relationship and degree level: undergraduate universities directly under the Central government, local undergraduate universities, and vocational and technical colleges. Independent colleges are local undergraduate institutions. The differentiation within institutions of higher learning is mainly based on functions: teaching, research and social services. The distribution structure of colleges and universities in the Education statistics Yearbook is divided into schools directly under the Ministry of Education and other departments, and public and private colleges and universities according to the nature of subordinate institutions and colleges and universities. From the distribution structure of various types of institutions of higher learning in China in 1998, 2006 and 2015, it can be seen that the number of vocational and technical colleges has increased significantly since 1998, from 431 to 1,327. There were also 672 local universities in 2015,

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up from 371 in 1998. The number of universities directly under the central government has dropped by more than 100. This shows that between 1998 and 2006, the change in the structure of higher education reflected the growth of higher vocational education in China, which exceeded the growth rate of undergraduate universities (Wu 2015; Yang and Su 2012; Yao 2014; Zhou 2015; Zhao and Feng 2003; Tian et al. 2015; Liu and Tian 2014; Wang 2004; Wang and Yang 2008). The evolution of vocational education concept and system is reflected in the historical changes of school organization. Organizational structure, personnel power structure, leadership management system, departmental resource allocation, specialty setting, curriculum system, personnel training mode, school-enterprise cooperation and international cooperation have become important contents of organizational evolution and development. From the perspective of organizational form, the changes can be divided into factory apprenticeship and part-time vocational schools, technical schools and vocational skill training centers, professional vocational colleges, comprehensive vocational colleges and application-oriented technical universities. In 1971, the state began to resume enrollment in secondary vocational schools and technical schools. In July 1973, the State Planning Commission and the Science and Education Group under the State Council issued the Opinions on Several Issues concerning the Running of Secondary Vocational Schools and Technical Schools, which proposed to recruit workers, peasants and soldiers who had one or two years’ working experience, to implement the new system of opening doors and running schools, linking factories and schools, running factories and factories with specialties, and establishing the combination of industry, education and research. It’s more like the work-study skills system of the ’50s and ’60s. In 1978, after the reform and opening up, in September 1979, the State Economic Commission and the State Administration of Labor issued the Notice on Further Improving the Training of skilled workers, which pointed out that the work of apprenticeship should be done well. However, there is a crisis and fracture in technology transmission, and skilled personnel are not available. In February 1981, the Central Committee of the Communist Party of China (CPC) and the State Council promulgated the “Decision on Strengthening the Education of Workers and staff” to strengthen workers’ culture and technology remedial courses. On May 21, the same year, the national labor bureau issued a “about strengthening and improving the apprentice training work opinion”, in January 1982, the education committee of the national worker management committee, the Ministry of Education, the national labor bureau, the All-China Federation of Trade Unions, communist youth league central jointly issued a about earnestly do a good job of the young worker cultural technology make up a missed lesson joint notice, identified without professional technical training level 3 mechanic the following worker, all should make up a missed lesson. Therefore, a number of skills training centers have been set up at the national level to serve the training of employees of state-owned enterprises. Skill training center is a training organization serving for enterprises’ specific skills, which belongs to the non-academic education of skill training. The form of education is generally for enterprise employees to hold a variety of short-term skills training courses, to provide workers with technical secondary school and junior

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college degrees, as well as the authority of vocational and technical qualifications. To some extent, the training center is a continuation of the work-study vocational education model. The training mode is similar to the German dual system, with the cooperation of enterprise skills training, mainly non-academic education (Wu 2015; Yang and Su 2012; Yao 2014; Zhou 2015; Zhao and Feng 2003; Tian et al. 2015; Liu and Tian 2014; Wang 2004; Wang and Yang 2008). Since 1989, as a large number of technical schools and vocational high school graduates have joined the technical force, the employment rate of enterprise graduates has gradually increased from 60% to over 80%, and the ratio of technical schools, vocational high school students and apprentices is 5:1. After the reform of the labor and employment system, the state put more emphasis on the system of “training first, employment later, enrollment first, employment later”, and established the labor preparation system to promote the development of vocational schools and skill training institutions. In June 1999, the General Office of the State Council forwarded the opinions of six departments on Actively promoting the Labor preparatory System and Accelerating the Improvement of the Quality of Laborers, proposing that the labor preparatory system should be implemented in cities and towns throughout the country from 1999, and that vocational training and education should be provided for all new laborers for one to three years, and that employment access should be strictly controlled. And the implementation of vocational qualification certificates and post qualification grading system in enterprises. At this point, the internal skill formation system has not been able to meet the needs of national skill personnel training. The national Skills training Center mainly trains enterprise technicians (workers), carries out short-term training classes for technicians, and provides vocational qualification certificate examination and certification services. The establishment of skills training center at the national level is mainly based on: first, to solve the problem of historic skills shortage. The service of skills training center and skills training and cultural education in state-owned enterprises mainly solve the historical problem of lack of skills training after the Cultural Revolution. Second, try modern apprenticeships. The skills training center’s model of vocational education, which combines school learning and business practice at the national level, is an attempt at a modern apprenticeship. Thirdly, the labor preparation system established in cities and towns. The state advocates that enterprises implement the system of vocational qualifications and the system of post qualifications and give prominence to technical levels in training. In 1990, the Ministry of Labor issued the “Regulations on worker Assessment” and began to evaluate technicians’ qualifications. However, with the establishment of socialist market economy system in 1992, the reform of state-owned enterprises from improving self-management ability to reducing staff and increasing efficiency, modern apprenticeship is difficult to implement in the process of enterprise transformation, and these state-owned enterprise skill training centers are also facing the crisis of transformation (Wu 2015; Yang and Su 2012; Yao 2014; Zhou 2015; Zhao and Feng 2003; Tian et al. 2015). After the reform and opening up, the establishment of the market-oriented system, at the national level, in order to meet the needs of the development of the labor market, the country carried out the reform of the labor employment system of “training first,

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then employment”, at this time, the factory apprenticeship gradually replaced. In August 1980, the Central Committee of the Communist Party of China (CPC) issued a circular on forwarding the documents of the National Conference on Labor and Employment, pointing out that enterprises should recruit graduates with vocational training as the focus. In October 1981, the Central Committee of the Communist Party of China and the State Council issued a number of Decisions on Opening up more doors to Invigorate the economy and Solve the problem of urban employment, which pointed out that it was necessary to carry out training for urban unemployed youth before employment, and train them before employment. In 1983, the Ministry of Labor held a national training conference to comprehensively and systematically reform the training system. In July 1986, the State Council promulgated the stateowned enterprise implements the contract regulations and the interim provisions on the enterprise employs workers, employment oriented to the public for state-owned enterprises, break traditional national allocation, system of life tenure in iron rice bowl, gradually changed to the enterprise market oriented hiring workers to sign labor contract, according to the labor demand for workers, increase the enterprise employees, the enterprise employee turnover permeance enterprise training of the workers’ enthusiasm. Meanwhile, in the 1980s, the main tone of the policy was to adjust the structure of secondary education, vigorously develop secondary vocational education, establish state-coordinated technical schools, and expand the enrollment scale. The state establishes a system of vocational schools and skills training to meet the demands of a changing and competitive labor market. The adjustment of the structure of secondary education and the significant increase in the number of secondary vocational schools (technical schools, vocational high schools), as well as the increase in the number of students and graduates, have greatly changed the structure of the Labor supply of skilled workers. Enterprises recruit more workers from technical schools and vocational high school graduates. Secondary vocational schools are mainly composed of technical secondary schools and technical schools. In 1965, the proportion of secondary vocational school students in senior high school students was 52.6%, but it dropped to 6.21% in 1976, and the ratio of general vocational students was 15.4:1. In 1978, secondary vocational school students accounted for only 7.6% of the total number of high school students (Wu 2015; Yang and Su 2012; Yao 2014; Zhou 2015; Zhao and Feng 2003; Tian et al. 2015; Liu and Tian 2014; Wang 2004; Wang and Yang 2008). After the reform and opening up, the state started to increase the proportion of technical secondary schools and technical schools and expand the enrollment. Of the Ministry of Education in 1980, the state administration of work on reform of the secondary education structure report, points out that adjust the structure of single secondary education, expanding the existing secondary vocational schools and vocational school enrollment, and planned to replace the ordinary high school that poor part of the school benefit vocational high school, and in ordinary high school vocational classes (1985, Decision of the CPC Central Committee on the Reform of the Education System). In 1976, there were 3,710 secondary vocational schools of various kinds, with more than 910,000 students. In 1985, the number of students in technical secondary schools and agricultural vocational high schools reached 4.156

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million. Vocational education students in senior high schools accounted for 35.9% of the total number of senior high school students, an increase of 17.2% over 1980. By the end of 1990, there were more than 16,000 vocational and technical schools of various kinds, with more than 6 million students. The ratio of all kinds of vocational and technical schools and ordinary high schools has been close to 1:1. In 1993, when the state established the socialist market economy system, China’s economic development model began a comprehensive transition to a market economy system. With the deepening of market-oriented reform, China has gradually established the market economy system and formed the external labor market structure. The state encourages the development of various non-public sectors of the economy and the reform of state-owned enterprises, which has experienced the withdrawal of the state and the release of market forces. Enterprise production from soft budget constraints to market hard budget constraints, skills training has become a bargaining chip in the competition of individual human capital investment. The lack of credible commitment and the externality of enterprise poaching have become the institutional environment for skill cultivation after market reform. Promulgated by the State Council in October 1991, the “decision on vigorously develop vocational and technical education”, in February 1993, the China education reform and development compendium, in May 1996, the vocational education law of the People’s Republic of China, in December 1998, the education facing the twenty-first century revitalization action plan, jointly established the vocational education development direction. The state has begun to pay attention to the vocational training market, set up diversified channels for running schools, and formed a multi-level and various forms of vocational education system. In 1996, the enrollment and enrollment of secondary vocational schools accounted for 57.68 and 56.77% of senior high schools. Reached the highest point in history. However, the proportion of secondary vocational education enrollment declined in 1997, and the number of students admitted showed a negative growth. This is mainly based on the deepening of market-oriented reform, marketoriented transformation, vocational education contradictions. The uncertainty of national enrollment expansion policy and policy information, as well as the reduction of national support and the weakness of vocational schools themselves. From 1997 to 2001, the enrollment of secondary vocational schools dropped from 5.207 million to 3.9763 million. The ratio of secondary vocational school students to general high school students dropped from 62.15 to 37.85 to 41.58 to 58.42. In the late 1990s and early twentieth century, the expansion of higher education and the devaluation of academic qualifications gradually necessitated the upgrading of vocational education. In 2002, the State Council issued the Decision on Vigorously Promoting the Reform and Development of Vocational Education. In order to promote employment to solve the unemployment problem, actively develop higher vocational education. In 1985, there were 30,100 independent vocational colleges with 63,100 students; by 1998, there were 101 independent vocational colleges with 62,800 students and 148,600 students. The growth rate of enrollment and students in the past 13 years is 52 and 58% respectively. From 1987 to 1992, education expenditure increased from 600.3 million yuan to 1.421 billion yuan. The annual growth rate is 18.7%. Investment in capital construction for vocational education rose from 127 million

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yuan to 73.6 billion yuan. From this stage reflects the rapid development of higher vocational education, and secondary vocational education gradually shrinking trend. This has something to do with the marketization of secondary vocational education qualifications, the dislocation of skill training, and the enthusiasm for higher education qualifications. The demand for academic education has promoted the upgrading of vocational schools (Wu 2015; Yang and Su 2012; Yao 2014; Zhou 2015; Zhao and Feng 2003; Tian et al. 2015; Liu and Tian 2014; Wang 2004; Wang and Yang 2008). As China’s industrial structure adjustment, optimization and upgrading, and accumulated in skills, knowledge structure, talent demand put forward higher requirements, but China’s vocational education development, being one for a long time, although the policy discourse on the country put forward the concept of the development of vocational education, but in practice, has been adopted strategies of “priority to the development of university is to establish the concept of international first-class universities, vocational education has long been ignored. At the organizational level, secondary and higher vocational education has always been in the secondary position in the education system, and the structure of the demand for skilled talents has been unreasonable for a long time. In order to solve the problem of mismatch between skill training and market, in terms of policy design, the state proposed the “Made in China 2025” and the “great nation craftsman” training concept. We should promote the innovation-driven development model, pay attention to the connotation construction of vocational education development, and pay attention to the training of high-end skilled personnel. The state has embarked on the 11th Five-Year Plan for economic development, transforming the pattern of economic growth, promoting the optimization and upgrading of industrial structure, and balancing urban and rural development. Began in 2004 countries gradually pay attention to the development of vocational education, “education revitalization action plan” in 2004 and 2005, the “decision on vigorously develop vocational education” countries started to build modern vocational education system, actively guide vocational school training high skilled talents, and promote the work-integrated learning, university-enterprise cooperation models, looking forward to develop accuracy can meet the demand of different enterprise Labor. Since 2005, the enrollment scale of vocational colleges has continued to expand. In 2010, the enrollment of secondary vocational schools was 8.7042 million, and that of higher vocational schools was 3105 thousand, accounting for half of senior high school education and general higher education, respectively. The national policy encourages all kinds of vocational schools to be integrated into the modern national vocational education system, gradually change the traditional talent training mode according to the national policy requirements, promote schoolenterprise cooperation and work-study combination, increase the supply of skilled talents, and train high-end skilled talents to serve the manufacturing industry and modern service industry. However, the actual situation of system reform and organizational field reform of vocational schools is that organizations actively expand and upgrade, especially by utilizing the model schools and backbone school’s construction plan promoted by the Ministry of Education of China, which has become an important direction for various higher vocational colleges to obtain resources and

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transform and upgrade their organizations (Tian et al. 2015; Liu and Tian 2014; Wang 2004; Wang and Yang 2008). First of all, education authorities at the national level have established a quota system of enrollment, and the modern vocational education system has incorporated the vocational school management system into the unified planning of the Ministry of Education. This management system integrates the employment of vocational school students, professional setting, school-enterprise cooperation, skills competition, international development and other aspects into the overall national education plan. The state has gradually transferred the right to administer secondary vocational education from the departments of trade, enterprise and administration to the education departments of the central and upgraded local governments. National public vocational colleges have always been under the control of the national administrative system and belong to the national industrial administrative departments. Originally many professional education business and cooperative relations between colleges is directed by industry, then the vocational education into the national Ministry of Education as a whole, complete in accordance with the requirements of the national education department for business major setting and quota control, school-running level and target adjustment, vocational education business more embodied in a way of security administration instruction. Secondly, from the perspective of resource dependence, project system brings great benefits to vocational schools, which makes vocational schools more dependent on the development direction of the country. In 2004, the Ministry of Education and the Ministry of Finance issued the Opinions on Promoting the Work of Vocational Education to promote the construction of practical training bases by adopting the guidance of central financial funds. The government allocated 110 million yuan to support the construction of practical training bases in more than 50 vocational colleges in nine provinces and cities. In 2004, the Ministry of Education strengthened the construction of 1,000 backbone secondary vocational schools at the city and county levels, with an initial allocation of 500 million yuan. To establish a modern vocational education system, during the eleventh Five-Year Plan period, the state increased public funding for vocational education, with the central government allocating 10 billion yuan. In 2006, the construction plan for demonstration-level vocational colleges was launched, with 100 selected higher vocational colleges and 409 key majors invested by the state in the fields of manufacturing, construction, energy and chemical industry, transportation, electronic information, agriculture, forestry, herding, fisheries and service industry. From 2010 to 2012, the central government focused on supporting 1,000 secondary vocational schools. In 2010, the first batch of 276 schools and the second batch of 371 schools were identified. In order to improve the social recognition of vocational education and reform the talent training mode of China’s vocational education, the state mainly promotes the reform in three aspects. First, the establishment of a modern vocational education system, the implementation of school-enterprise cooperation, work-study combination, increase the supply of skilled talents, solve the problem of shortage of skilled workers. Second, it began to advocate the transformation of some ordinary undergraduate institutions of higher learning to applied technology institutions of higher

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learning. Establish the overpass bridge connecting middle and higher vocational colleges, open up the channel of promotion for junior vocational college, undergraduate and graduate students, and build a platform for lifelong learning of students. Thirdly, the lifelong learning system should be promoted, the social responsibility function of vocational education should be vigorously promoted, and the social status of vocational education should be improved through skills competition, international cooperation, mode output and other aspects. In July 2010, the Outline of the Education Plan made clear the strategic position of vocational education in the new era and the reform and development goals and main tasks of vocational education in the next decade. It is mainly to establish a school-running mechanism led by the government, guided by the industry and participated by enterprises, and promote the institutionalization of school-enterprise cooperation. Double professional team, double certificate education, collectivized vocational education, and the establishment of industry-education cooperation mechanism. In May 2014, the State Council issued the Decision on Accelerating the Development of Modern Vocational Education. June 2014, Construction of Modern Vocational Education System 2014–2020. In May 2015, the state proposed “Made in China 2025”. Guidance on Actively Promoting the Internet Plus Initiative, July 2015. In October 2015, in the Proposal on Formulating the 13th Five-year Plan for National Economic and Social Development, the Committee of the Communist Party of China (CPC) proposed to gradually realize informatization automation of industry 4.0 from the 11th Five-Year Plan to the 13th Five-Year Plan, promote the transformation and upgrading of manufacturing industry, step into medium–high-end innovation-driven development of industrial structure, and develop artificial intelligence. In 2011, there were 13,093 secondary vocational schools, with 21.05 million students. There were 1,280 higher vocational schools, with 9.59 million students. In 2011, the number of students enrolled in secondary vocational schools was 8.1387 million, and the number of students enrolled in schools was 2.02 million. The number of students enrolled in vocational colleges was 3,248,600, and the number of students enrolled in colleges was 9,588,500. In order to provide the supply quality of skilled labor, the policy direction of vocational education development is to establish application-oriented technical university. The policy concept reflects the state’s guidance for a number of ordinary undergraduate institutions of higher learning to transform into technology-oriented institutions of higher learning, strengthen the integration of general employment, build an overpass to open up the path for the promotion of higher vocational education, strengthen school-enterprise cooperation, and realize the concept of lifelong learning in vocational education. In March 2014, relevant leaders of the Ministry of Education clearly proposed to encourage some undergraduate universities to transform into application-oriented universities and develop Universities (colleges) of applied science and Technology in China. The alliance of universities of Applied Technology (colleges) was established under the guidance of relevant departments and bureaus of the Ministry of Education, promoting the transformation and development of local undergraduate universities. In October 2015, the Ministry of Education, the National Development and Reform Commission and the Ministry of Finance jointly

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issued the Guidance on Guiding Some Local Universities to Transform themselves into Application-oriented Universities, indicating that the pace of transformation of local universities is accelerating. Universities of Applied technology emerged in the 1960s and 1970s, which is the most typical university in Germany. At present, students at Universities of applied technology in Germany account for one third of the number of university students. Some states even have dual-system universities at the undergraduate level. The German vocational education system includes vocational schools, technical colleges, universities of science and technology, etc. The educational level includes technical secondary school, junior college, bachelor’s degree, master’s degree and doctor’s degree, etc., which is an independent system parallel with the ordinary university system. In May 2014, promulgated by the State Council “about speed up the development of modern vocational education decision” in the “speed up the construction of modern vocational education system”, specifically, in the section “guide a group of ordinary undergraduate course colleges and universities to application type transformation of colleges and universities, and the key held undergraduate professional education”, will clearly the transformation of local undergraduate colleges and universities as an important component of the vocational education system, the purpose is to create a with series parallel system of vocational higher education in common colleges and universities (Wu 2015; Yang and Su 2012; Yao 2014; Zhou 2015; Zhao and Feng 2003; Tian et al. 2015; Liu and Tian 2014; Wang 2004; Wang and Yang 2008). Modern vocational education system includes different levels of academic education, namely secondary vocational education, junior college education, undergraduate education and graduate education. However, this division blurs or dilutes the difference between the traditional professional education and the skill education with the undergraduate education as the boundary. The construction of the system of technical universities in China has just started, and there are still some unclear policies. However, the organizational status of technical universities should be established at the same level as that of undergraduate universities, which leads to the sequence of many higher vocational colleges wishing to enter the construction of technical universities. Although it is stipulated in the clear document of the Ministry of Education that vocational colleges are generally not supported to upgrade to undergraduate degree after the “13th Five-Year Plan”, some schools still actively carry out the development direction of organizational upgrading through education innovation, talent training mode reform and other rhetoric. The policy concept and practice of national vocational education have become the institutional environment for the organizational development of vocational schools. The national education policy guidance and educational governance system have shaped the strategy and direction of the organizational development of China’s vocational colleges. From 2006 to 2017, though, the goal of roughly matching vocational education with general education was achieved structurally. However, in terms of the level distribution and education quality of the national education system, there is still a big gap between vocational education and general education, higher vocational education and university education. In the 1990s, China began to develop higher vocational education, but there was a contradiction between policy text and

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practice. “Three for” policy was in higher vocational colleges, the national education management system to promote actively organize expansion and upgrade in higher vocational colleges, vocational education model output policy give more social goals of higher vocational education, create higher vocational organization burden is overweight, can’t focus on the talents training goal of vocational education connotation promotion and skills. Through sorting out China’s 30-year vocational education policy, we find that the philosophy and practice of China’s vocational education policy have undergone transformation in different historical stages, reflecting the different characteristics of each stage. First of all, in terms of training objectives, after the market-oriented reform, the training of skilled labor force should focus on the demand of the labor market, improve the level of training, take employment as the orientation, and cultivate high-quality skilled labor force. Secondly, in terms of education management system, it has established a vocational education system under the leadership of the State Council, hierarchical management, local leadership and overall planning by the government. The main training mode is combining work with study, school-enterprise cooperation and in-post internship, so as to improve students’ practical ability (Wu 2015; Yang and Su 2012; Yao 2014; Zhou 2015; Zhao and Feng 2003; Tian et al. 2015; Liu and Tian 2014; Wang 2004; Wang and Yang 2008). However, when we analyze the idea and practice of China’s vocational education policy, there is a contradiction between the policy text and the educational practice. The specific characteristics are as follows: First of all, economic development promotes the transformation of China’s vocational education policy, especially the establishment of the market economy system, and the cultivation of skilled personnel increasingly serves the economic development and industrial structure upgrading. After the market-oriented transformation, the labor market system was deeply established, and vocational education began to expand in scale and pay more attention to efficiency. Second, the state leads the establishment of a unified vocational education system. The early vocational education system was a single and decentralized structure. Through the establishment of public vocational schools, the state gradually incorporated the vocational education into the national overall planning and incorporated the political and social functions of the national vocational education system into the main functions of vocational education. Higher vocational education was in the position of secondary education system. After the 1980s, the state began to focus on economic construction, gradually strengthen the economic function of vocational education, and establish a labor force training system matching the market economy. At present, the state pays more attention to the connotation construction and social service function of vocational education. Thirdly, the national policy ignores the logic of vocational education development. Previously, vocational education was regarded as a kind of residual education, and the connotation of vocational education itself was not clearly understood by the state. During the Cultural Revolution, education was destroyed, and higher vocational education was in a weak link. The policy focuses on exploring the field of higher vocational education in order to meet the demand of domestic society for specialized talents. It began to focus on vocational education, which had long been neglected.

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In 1990, the seventh plenary Session of the thirteenth Central Committee of the Communist Party of China. The Proposal on formulating the Ten-year Plan for National Economic and Social Development and the Eighth Five-Year Plan proposes the establishment of a road to higher vocational education starting from high school graduation. In 1994, the National Conference on Education put forward the idea of promoting the reform of the mode of running a vocational university and adjusting the orientation and training objectives of its majors. In October 1995, the former State Education Commission issued the Opinions on Promoting the Reform and Construction of Vocational Universities, which recognized that vocational universities are a form of running a school in China’s higher education and the state recognizes the full-time institutions of higher learning with academic qualifications. In 1996, the former State Education Commission approved the pilot of 15 model vocational universities, some of which were later upgraded to undergraduate level. In 1997, the former State Education Commission issued the Opinions on the Establishment of Higher Vocational Schools. The basic requirements for the name, enrollment scale, number of specialties, teachers and training conditions of the school are put forward. The university and higher vocational education in the higher education system have formed two forms of running schools. In January 2000, the Ministry of Education issued “about strengthening vocational education personnel training work opinion”, made clear the connotation of talents cultivation target and the basic characteristics of the training mode, and to strengthen teaching of basic construction, construction of curriculum and teaching content system reform, the teaching method reform, to establish a relatively independent practice teaching system, improve the teaching quality of education. This is a guiding document to lay down the standards of higher vocational education in China. In December 2003, the second national Higher vocational education production-Study-Research exchange meeting discussed the orientation and development of higher vocational colleges. In 2004, the Ministry of Education put forward a development path that is service-oriented, employment-oriented and combines production, education and research. In October 2005, the State Council put forward a plan for the key construction of 100 higher vocational colleges, marking that China’s higher vocational education has entered a new stage of improving quality and strengthening connotation construction (Wu 2015; Yang and Su 2012; Yao 2014; Wang and Yang 2008). However, the essence of the change of higher vocational colleges is the transformation and upgrading process of disadvantaged schools. First, the transformation of disadvantaged schools. Higher vocational schools are mostly transformed from the original vocational colleges, secondary vocational schools and skill training centers. The main body of running a school is a relatively low level. “Three reforms and one supplement” is the main body of running a school in China’s current higher vocational education. The three reforms are mainly reflected in the current vocational universities, independently established adult colleges and some colleges, which enter the higher education sequence according to their training objectives and school-running mode. The problem of concentrated performance is that these organizations are relatively weak in the field of vocational education and lack of supervision system. The policy of “three reforms and one supplement” meets the development requirements

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of the historical times at that time. The national policy orientation and administrative management system do not substantially improve the ability of higher vocational colleges to organize and run schools and reflect the demands of different stakeholders in higher vocational colleges’ organizational field, but merely transform and upgrade the organizations. On the other hand, from the perspective of the expectation of the national vocational education policy on the vocational school organization, with the strengthening of the national public financial investment, many social policy objectives that do not belong to vocational education are imposed on vocational education, resulting in the heavy burden of higher vocational colleges, which cannot focus on the problem of skill training and improve the quality of skill training. The influence of market information on the scale and structure of vocational education is decreasing. Forming a skill development mismatch. In the course of 30 years’ change of China’s vocational education policy, we can find the logic of reform at the organizational level of vocational education. First of all, after the market-oriented transformation, apprenticeship has become a crisis, and factory apprenticeship has lost the institutional basis for the transfer of internal skills. The state encourages the establishment of skill training centers and technical schools and the development of vocational education at the secondary level. Secondly, after deepening the market-oriented reform, the state began to encourage the development of higher vocational colleges. After the deepening of market-oriented reform and the expansion of college enrollment, the devaluation of academic qualifications has prompted vocational schools to actively enter the national vocational education system, upgrade and transform into higher vocational colleges, and form the general employment system mode of higher education. Thirdly, at the undergraduate level, especially at the second level, the university of applied technology should be transformed to establish the system of China’s university of applied technology, so as to improve the educational level of skilled personnel training (Wu 2015; Yang and Su 2012; Yao 2014; Zhou 2015; Zhao and Feng 2003; Tian et al. 2015; Liu and Tian 2014). The historical evolution of the development form of vocational education organizations can be classified into: first, the rise of organizations as supplementary links of higher education, such as the establishment of technical schools and vocational high schools. Second, the emergence of organizational survival and development crisis after deepening the market-oriented reform, such as the survival crisis and transformation of the skills training center of state-owned enterprises. Third, the enrollment expansion of colleges and universities, academic value, vocational education groups actively into the national higher education system, as a national public higher vocational colleges, for organizational transformation and upgrade, professional set up according to the needs of national Ministry of Education, the talent training scheme, the respect such as organization structure, the reform of improving teaching level, carry out record of formal schooling education of vocational education. Fourth, under the industrial transformation and upgrading of the organization and expansion. We will make use of the national model school for vocational education and the key school construction project to carry out the strategy of combining work with study, schoolenterprise cooperation and internationalization development. Fifth, on the road from higher vocational colleges to technical universities, the university actively promotes

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its ranking in the higher education system and strives to enter the national series of applied technical universities. In addition, it positively influences the national policy in terms of organizational target focus, conducts the export of China’s vocational education mode in line with the national One Belt and One Road and international development strategy, and gradually undertakes the social policy goal of diversified vocational education. Throughout the changing course of China’s vocational school organization, it has experienced the evolution of the organizational form of apprenticeship factory training, national skill training center, public vocational colleges and technical universities. The characteristics of organizational changes reflect the process in which vocational schools are continuously incorporated into the vocational education system and education hierarchy. On management system, vocational schools has experienced from the local government and industry department in charge of tightening control over the process of vocational school is more and more be incorporated into the state administrative system under the control, concrete manifestation for the education department, the assessment of the appointment of school leaders and rely on state funding of funds, the national standardization of major setting and educational level, the national enrollment quotas. In terms of organizational development, vocational schools should “correct their name” and expand their organization in accordance with national policies. For example, secondary vocational schools should be upgraded to higher vocational colleges and higher vocational colleges should be upgraded to technical universities. In terms of the connotation development of vocational education, due to the historical legacy of the policy of “three reforms and one supplement”, the level of higher vocational colleges in transformation and upgrading is relatively weak. The expansion and upgrading of the organization have not substantially changed the poor and weak situation of vocational schools for a long time. The administrative instruction of the national administrative system causes the school organization to ignore the market signal for a long time, and at the same time, the state endows vocational education with excessive social policy target, which leads to the heavy burden of vocational schools. The connotation of technical education has not been accumulated and developed in China’s vocational schools, and the connotation of vocational education has not been well understood at the national policy level, as well as the core issue of training skilled labor force under the industrial transformation and upgrading in China. The development of Vocational education in China should focus on the relationship between more diversified institutional environment, the subject of organizational action and the object of talent training (Wu 2015; Yang and Su 2012; Yao 2014; Zhou 2015; Zhao and Feng 2003; Tian et al. 2015; Liu and Tian 2014; Wang 2004; Wang and Yang 2008).

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4.5 The Development of Vocational Schools Under the State Pooling In the 1980s and 1990s, the transfer model of factory apprenticeships was in crisis as the skills formation system shifted from the inside to the outside in a market-oriented transition. The state hopes to establish an external skill formation system—vocational school system, as a professional and comprehensive organization institution specialized in skill training. At the same time, China’s early existence of a “workstudy” vocational education concept, vocational school construction integration of this concept of skills training. Under the guidance of this ideal vocational education concept, the state has adopted the German dual system vocational education concept and model in the top-level design of vocational education, and carried out Chinese transformation, establishing the early Vocational schools in China—skill training center and technical school. The mentoring system in a factory is an internal skill formation system, which has undergone national socialist transformation and become the main vocational education mode under the planned economy system. Socialist reform is a process of institution-building with nationalization and de-marketization. In the socialist transformation of capitalism in 1953, the state mainly adopted policies for the utilization, restriction and transformation of industry and commerce, the establishment of public ownership economic system, the elimination of market mechanism, and the implementation of administrative instructions and planned resource allocation. At this time, the labor employment system coordinated by the state, the labor management mode of unit system, and the labor protection system of decommercialization laid a foundation for the formation of the internal skill cultivation system. The overall planning and control of the state, the overall management of the unit system and the accumulation of specific skills in state-owned enterprises have become the important characteristics of the internal skill formation system. Apprenticeship consists of unit system of patronage, collective cooperation, socialist labor skills competition, and social mentoring relationship. There are two main forms of factory apprenticeships. One is state-commissioned training, which uses the production techniques, machinery and specialized skills of large state-owned enterprises to train apprentices in other factories. One is work-study, which is to make the apprenticeship skills in the factory public. This is the earliest form of “work-study combination” under the intervention of the state. In 1958, the East China Sea Cotton factory was the first work-study school in China. Work-study schools are similar to the German dual-system vocational education model, where schools and factories are closely integrated to train students and produce products. The future job and skill requirements of part-time students are fixed, which lays the foundation for the stability of the learning process and the advantages of the accumulation of special skills in a certain industry. It became the forerunner of China skills Training Center and vocational school. From the 1980s to the 1990s, apprenticeships in China suffered from a crisis of skills transfer. In the middle and late 1980s, the cultural quality of Chinese workers was low, the skill level was low, the skill inheritance was

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broken, and the total number of technicians could not meet the needs of enterprises. This should be based on the market-oriented transformation of macro system and the change of national vocational education policy. (1) Reform of labor and employment system. In the middle and late 1980s, the reform of the national labor and employment system formed “training first, employment later; Recruit students first, recruit workers later” system. After the market-oriented reform, a labor market was established, and a two-way selection system was implemented for employers to recruit workers and students to find jobs. With the deepening of the reform of state-owned enterprises, the mentoring system gradually went into decline. In September 1979, the State Economic Commission and the State Administration of Labor issued a Notice on Further Improving the Training of skilled workers, pointing out that the work of apprenticeship should be done well. But apprenticeship technology to undertake the crisis and fragmentation, the technical force is not. In August 1980, the Central Committee of the Communist Party of China (CPC) issued a circular on forwarding the documents of the National Conference on Labor and Employment, pointing out that in the future, persons in charge of enterprises should focus on graduates who have received vocational training. State-owned enterprises open recruitment to the public, breaking the traditional state allocation, the iron rice bowl tenure system, gradually changed to the market to recruit workers to sign labor contracts, enterprises are much less motivated to train workers. (2) The adjustment of vocational education structure by the state. In the 1980s, the state carried out the strategy of restructuring secondary education. As a result, the number of secondary vocational schools increased significantly, and the number of students and graduates increased, enterprises recruited more workers from technical schools and vocational high schools. In May 1985, the “Decision of the CPC Central Committee on the Reform of the Education System” reflected the decision to vigorously develop vocational education, especially secondary vocational education, and continuously expand the enrollment Numbers of existing secondary vocational schools and technical schools. There are also plans to convert some ordinary high schools with poor school-running efficiency into vocational high schools, or to add vocational classes in ordinary high schools. By the end of 1990, there were more than 16,000 vocational and technical schools of various kinds, with more than 6 million students. In senior high schools, the ratio of various vocational and technical schools to ordinary high schools is close to 1:1 (Wu 2015; Yang and Su 2012; Yao 2014; Zhou 2015; Zhao and Feng 2003; Tian et al. 2015; Liu and Tian 2014; Wang 2004; Wang and Yang 2008). Under the work-study system, students’ technical learning and labor production process are highly unified. In the study and labor time arrangement is relatively flexible, such as three days of theoretical study, three days of factory labor production. The characteristics of this work-study system are as follows: first, enterprises play a dominant role in the skill training process, and the skill learning mainly reflects the accumulation of special skills in factories, which is different from the fact that enterprises were mainly state-owned enterprises at that time, and the training and education funds were mainly funded by the state finance and the production costs of state-owned enterprises. Second, the form of learning is the combination of public technical education in schools and practical training of factory apprentices, which is a

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new way of skill cultivation under the mentoring system. It reflects the characteristics of forming a double-track system of skills, which is conducive to strengthening the production pertinence of vocational school training, as well as the technical specialty and standardization of state-owned enterprises. Thirdly, under the national labor force unification and division policy, the technical school students mainly through the national administrative placement, which provides the labor protection system for the training and employment of students; Fourthly, in terms of system matching, under the unit system of planned economy, enterprises belong to unit system organization and have the institutional basis of integration of factories and schools. In fact, part-time vocational education is a national experiment in education, similar to the German dual system. The German dual system is based on the dual system of school and enterprise training. The dual system refers to school training and enterprise training, two parallel and complementary ways of education. On the one hand, from the perspective of the development of vocational education institutions, in the end of the nineteenth century, German refresher schools, after national transformation, had the prototype of vocational schools; On the other hand, enterprises’ training factories are dominated by the state, expanding from state-owned enterprises to private enterprises to achieve scale. China’s work-study school system is led by the state, implemented by state-owned enterprises, and attaches importance to the cultivation of specific skills. It is a continuation and transformation of the mentoring system in factories. The skills training centers set up nationwide at that time were a continuation of the work-study model, a form of vocational education between the traditional apprenticeship and the modern vocational school system, with the characteristics of the modern apprenticeship. The skill training center mainly trains specialized skills for enterprise employees, mainly focusing on non-academic education. In the later stage, it has carried out some education projects to provide academic qualifications for employees, such as the junior college diploma for short-term training classes for technicians and the German vocational qualification certificate system. At the same time, the external institutional environment of the skill training center is the vocational qualification certificate and post qualification system at the national level. The requirements for skill training and professional assessment grading of employees of state-owned enterprises also promote the development and production of some skill training centers (Wu 2015; Yang and Su 2012; Yao 2014; Zhou 2015; Zhao and Feng 2003; Tian et al. 2015; Liu and Tian 2014; Wang 2004; Wang and Yang 2008).

References Liu M, Tian Z (2014) Explore the logic behind the development of secondary vocational education. Henan Educ (vocat Educ Ed) 20(11):81–84 Tian Z, Yang L, Yuan L (2015). Responsibility importunes, public education attributes and government expenditure bias: a rediscussing of Chinese decentralization and local education expenditure. Peking Univ Educ Rev 30(4):123–142 Wang R (2004) Educational budget behavior of county-level government in China: a case study. Educ Rev Peking Univ 22(2):50–57

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Wang R, Yang J (2008) J Beijing Univ (philos Soc Sci Ed) 45(4):128–137 Wu C (2015) Transformation to application-oriented undergraduate universities: the nature and connotation construction of knowledge labor. Soc Sci Front 30(10):232–238 Yang J, Su J (2012) Research on the evolution and development of china’s universities’ autonomy in running schools from the perspective of institutional science—based on the perspective of power distribution. Mod Univ Educ 22(2):56–62 Yao R (2014) The “project system” of university governance: effect, limit and reflection. Jiangsu High Educ 20(3):12–16 Zhao L, Feng WX (2003) An institutionalism analysis of the rise and decline of vocational education in China: an investigation on the change of “marketization” institution. Educ Res Tsinghua Univ 24(6):41–46 Zhou X (2015) From school to factory: secondary vocational education and social mobility of the second generation of peasants. Educ Sci Abstr 34(6):103–107

Chapter 5

The Local Technical-Based Education Policy Development in China

This chapter examines the local technical universities’ development in China from multiple perspectives. In particular, the historical changes of the educational concept of local technical universities, institutional change and organizational upgrade of local technical universities, interaction between belief and system of local technical universities have been examined in this chapter. In response to the ideological background of the formation of China university of Technology system and the process of its institutional and organizational construction. The different stages of the organizational change of Sino-German College reflect different educational concepts, which are embedded in the social and historical structure. The formation process of modern education system is not a closed system, but a natural open system. The change of educational organization always interacts with the external organizational environment and is influenced by social factors.

5.1 The Historical Changes of the Educational Concept of Local Technical Universities China’s social system has undergone a change from planning to market system, from closed to open system, and from overall domination to technological governance. Vocational education organization plays an important role in the skill formation system. The historical investigation of Sino-German college shows that skill formation is the key node of organizational change, and it is a process. From professional skill training center (1882–1999) to public vocational college (1999–2014) to the construction period of technical university (2014–2017), Sino-German College has gone through different stages of organizational transformation, expansion, upgrading and return to connotation. At the same time, it is the localization attempt of German dual system vocational education idea and mode in China. In the early stage of organizational transformation, Sino-German College is embodied as entering the national education system and borrowing management resources from different industries © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2021 J. Li, New Directions of Local Higher Education Policy, Exploring Education Policy in a Globalized World: Concepts, Contexts, and Practices, https://doi.org/10.1007/978-981-16-4438-2_5

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and education departments. During the period of organizational expansion, the school obtained the organization’s “correct name” and the promotion of ranking through the organization of social network resources, which was manifested as the acquisition of the reputation and the allocation of national model school construction projects; Upgrade process, the organization of organization went further social network interaction, and to vocational education in the discourse system and ritual function diversification policy, embodies the concept of “nationalism” and the development pattern, the connotation of the regression stage, organization reform, reflected the path dependence and system trouble, lead to the vocational education connotation construction phrase. This kind of organizational upgrading under the guidance of the state reflects the initiative and autonomy of the organization. It is an ideal choice of the market and a process in which the school leaders strive for the survival and development opportunities of the school by utilizing the organizational network resources after recognizing the crisis and opportunities in the organizational system environment. This organizational strategy is mainly reflected in “looking up”, focusing on provincial and central educational policies and financial resources, and gaining development funds and organizational prestige. This process also leads to great changes in the organization’s internal structure and management system, showing the characteristics of cognitive reconstruction, organization congruence, power game, multiple goals and misalignment (Zhou 2014, 2016; Long 2004; Xiao and Yu 2016; Xiong 2016; Yu 2017; Yao 2014). The motivation mechanism behind organizational upgrading is mainly reflected in the mutual construction process of educational concept and system. In terms of educational concept, vocational education concept contains the cognitive structure of organizational development model and talent cultivation, which reflects the belief of school organization decision makers on how to view vocational education and organizational development. The evolution of China’s vocational education philosophy reflects the weakening of vocational skills training, the diversification of educational goals, and the logic of entering the “orthodox” education system, which forms the consequence of the transformation of skills and knowledge from specificity to general knowledge, the “correct name” of the continuous upgrading of organizations, and the misalignment of talent training goals. In the period of planning system, it is an idea of staff education, which is embodied in the cultivation of enterprise’s specific skills and knowledge and the education thought of strong skill level. The skill education concept of factory apprenticeship is to master the skills required by specific positions of enterprises, while the mentoring system is an important institutional guarantee for skill inheritance and accumulation, labor management and establishment of social relations. It forms a unified technical hierarchy within and outside state-owned enterprises. In the dual-system era, it is an elite dual-system education concept. The skill training center is more influenced by the German dual-system concept and mode and follows the early “work-study” vocational education model in China, which is manifested as the talent training concept of strengthening the learning of basic theoretical knowledge and serving the needs of employees in state-owned enterprises. The types of skills and knowledge in the educational concept have changed. The formation of specific skills has gradually changed into a mode combining basic course learning

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and professional skill training. The identity of the educational object has also changed from factory apprentice to student in vocational training center. At this stage, enterprises still have an important participation power, which is reflected in the curriculum design and the setting of skill test standards. The educational concept of the school is influenced by the German dual system, the demand of national industrialization skills, the demand of employees of state-owned enterprises, and the general education concept. Schools gradually have the autonomy of leading education. In the period of enrollment expansion of higher education, it is a popular residual education concept, which is reflected in the low-end skills training and the devaluation of educational qualifications. The reorganization, consolidation, transformation and upgrading of vocational schools are the process of establishing a hierarchical education system. The concept of vocational education embodies the function of surplus education and social control. The educational concept of “ensuring higher education and employment” makes vocational schools an organization to cultivate the bottom labor force, which is excluded and dragged down in the national education sequence. In the stage of demonstration school construction, the concept of the Ministry of Education gradually dominates the school education concept, which is a “correct name” upgrading education concept, reflecting the idea of expanding enrollment and comprehensive subject education (Zhou 2014, 2016; Long 2004; Xiao and Yu 2016; Xiong 2016; Yu 2017; Yao 2014). The idea of organizing education should reflect the comprehensiveness of specialty and discipline design. The idea of building a comprehensive university has become the idea of curriculum design, enrollment and employment, schoolenterprise cooperation and Chinese-foreign cooperation in running schools. At this time, the educational function of universities began to be diversified, and the talent cultivation function was no longer the main function. Universities began to undertake more social policy objectives. The development concept of vocational education reflected the policy implications of continuing education, community education, lifelong learning, poverty alleviation through education and other aspects. Influenced by the financial system and ranking system, the idea of university decision makers is gradually replaced by the idea of the national education department, losing the autonomy and autonomy of education. In the construction stage of technical university, the concept of national vocational education completely replaces the concept of school, which is a concept of diploma society and diploma education and forms the “high-end” of skill training and the same form of organization. Both undergraduate university of applied technology transformation and the process of higher vocational rise this, reflect the skills of excessive high concept, organizational decision makers of education concept, to the upgrade and development of organization, enter the country “orthodox” education system, and obtains the national finance and policy resources, through the organization of the construction of learning mechanism of “after the first name”, cognitive logic, this process also prompted the technology university with bachelor degree at the university of organization. In different historical stages of organizational development, the essence of the evolution of the concept of Vocational schools in China is from the concept of combining work with study, the concept of emphasizing hands-on ability and talent training first to the concept of

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education background orientation, the concept of attaching importance to diploma status and the pursuit of organizational reputation level. The development of vocational schools is the process of the pursuit of organization’s legal status. The transformation of the educational concept of university organizers reflects the process in which the educational autonomy of organizations is gradually replaced by the educational concept of “nationalism”. In the practice of university governance and organizational reform, this concept is embedded into the interaction of various social mechanisms and constructs the university upgrade system.

5.2 Institutional Change and Organizational Upgrade of Local Technical Universities The motivation mechanism of organizational upgrading and the formation of technical university system is the organizational upgrading system formed under the belief system. The essence of the upgrade system is an organizational expansion and upgrade process that actively enters into the national higher education system. On the one hand, upgrading is required by the constraints of the national bureaucratic education management system. On the other hand, school organizations are becoming more and more market-oriented in the transformation process. They adjust their organizational strategies according to the changes of educational management system and market signals to obtain resources. The process of institutional transformation and organizational upgrading has shaped the development and production of China’s university of Technology system. The concepts of “becoming orthodox”, “nationalism”, “fame before profit”, “mode output” and “academic qualification orientation” in institutional changes have shaped the concept of Vocational education and the system of technical universities in China. Specifically, it has formed the centralized education financial system of the central province, the enrollment quota system of the national pooling, the international university evaluation and ranking system, the school-enterprise cooperation system of “name first, benefit later” and the international cooperation system of “model output”. Under the marketization of skill formation system, the central and provincial financial system of centralized and tightening, caused the imbalance of education resources allocation, the education of the central and provincial financial management system, mainly through the implementation of the project scheme to vocational school organization, such as the scheme and the backbone of the school construction project, it includes professional construction, curriculum resource, information technology teaching, skills contest, training infrastructure, dynamic tighten fiscal system and the public security administration of the financial audit system in higher vocational colleges into the national higher education funding system, limiting its realization of education supply and demand of market incentives. Under the constraint of the soft budget of the financial system, the organizational development decision of Sino-German College is not a market behavior. It can ignore the cost and bear

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no market risks, which leads to the loss of market motivation and concern for the needs of enterprises, and only considers the political environment and how to enter the national education system (Zhou 2014, 2016; Long 2004; Xiao and Yu 2016; Xiong 2016; Yu 2017; Yao 2014). The social evaluation mechanism of education ranking reflects the internationalization orientation of Chinese universities. The evaluation and ranking system is not market-oriented and does not reflect the public’s evaluation of the educational function of universities. It is the evaluation concept and index system design oriented by national internationalization. Conceptually, it attaches importance to the quantity of scientific research and academic achievements, ignores the connection between student development and social situation, and the relevance between organizational development and talent cultivation. On the subject of evaluation, it reflects the intention of administrative managers, which makes it impossible to touch the evaluation target and rational meaning system. In terms of indicators, measurement and description should be emphasized instead of process quality monitoring and social context synthesis. Quantification is reflected in the number of practical training equipment, the number of national quality courses, the number of awards and grades won in the skill competition, the frequency of using information teaching means, the employment rate of students, and the major measures taken by the organization (policy guidance). The national enrollment quota system includes vocational schools in the national enrollment plan system, and the expansion of school size is carried out according to the quota of the national education department. Only when schools upgrade their administrative levels and enter the provincial and national education administrative system, can they gain more enrollment scale. Therefore, the organizational development of vocational schools is not based on the traditional independent recruitment and emphasis on enterprise skills training, but through the process of organizational administrative upgrading and ranking promotion to expand the educational expansion and enrollment scale. The school-enterprise cooperation system of “first name, then profit” reflects the substantial change in the mode of combining work with study since the marketization transformation. The traditional will education mode mainly designs training programs and courses according to the needs of enterprise skills and educational background training. In the process of organizational upgrading, school decision makers are aware of the trend that enterprises are reducing labor demand, and the key point of school-enterprise cooperation is the transformation from vocational education function to obtaining organizational legitimacy. The demand of enterprises has changed from the traditional talent cultivation and skill service to the rational market behavior of utilizing the school’s prestige level and education site. The combination of work with study and cooperation between school and enterprise become a formal strategic partnership to gain prestige and actual market benefits and lose the educational function of the dual-system cooperation model with skill teaching as the core. “Output mode” system of international cooperation, national education policy orientation for the development of internationalization, “made in China 2025”, “artisans of the great powers”, “One Belt And One Road”, “accurate poverty alleviation” and other national policy intervention in vocational education and school development

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strategy, put more social function of vocational education vocational school gradually took on talents cultivation, scientific research to realize social fairness, social services, and other diversified function. The social policy function forms the policy goal of “mode output” of China’s vocational education and forms the multiple pressure and the dilemma of connotation development under the pluralistic environment of vocational education at present. From the perspective of the upgrade system, the institutional environment for the upgrade of Sino-German college is constructed by national forces, and the organizational upgrade is jointly formed by belief system, institutional constraints and organizational interaction. The process of institutionalized construction embedded with the concept of vocational education promotes the development and production of the institution of technical universities in China (Zhou 2014, 2016; Long 2004; Xiao and Yu 2016; Xiong 2016; Yu 2017; Yao 2014).

5.3 Interaction Between Belief and System of Local Technical Universities The structural force becomes the constraint and incentive structure of the system of educational idea, and the practice of educational idea is constantly adjusting and changing with the requirements of The Times and historical situations. At the beginning of The Sino-German College, the vocational education concept was influenced by the German dual system, but it also reformed the vocational education level of the German dual system, laying emphasis on theoretical learning and academic education. In the transition stage of Sino-German College, it reflects the consultation and interaction between the national education idea and the idea of the organization and decision maker, and gradually the national idea replaces the school idea and becomes the idea incentive and system constraint leading the development of vocational school. The state has established a higher vocational education system under overall planning to train comprehensive high-level skilled personnel. The concept of the core goal of school skill development has been changing in the process of institutionalization. In the stage of the construction of technical universities, the state advocates the establishment of the vocational education mode of the multilevel linkage system for undergraduate, master and doctoral degrees. The concept and system of building overpasses for the development of vocational schools have become the driving force for the development of vocational schools. In different historical stages, we can see the specific historical and social situational fields of the transformation and upgrading of vocational schools. The role of belief in institutional formation and organizational change reflects the initiative and subjectivity of “organizational decision-maker”, and educational belief is internalized into the cognitive structure of organizational decision-maker to form a behavior-oriented belief. In the market-oriented transformation, after realizing the inferior education of vocational education and the status of supplementary education, The Sino-German College has

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formed the development philosophy of “correct name” and “first name before benefit” and formed the strategy of active organization expansion and upgrading. Under the international university evaluation and ranking system, organizational decision makers are also influenced by individual and incentive mechanisms. The performance evaluation system and administrative accountability system of university leaders are a kind of administrative responsibility relationship between superior and subordinate. It is trapped in the state bureaucracy and is path dependent. The promotion of the organization’s position in the education system is related to the promotion of leadership and administration. The individual motivation and preference of organizational decision makers also affect the overall decision-making direction of school organizations (Zhou 2014, 2016; Long 2004; Xiao and Yu 2016; Xiong 2016; Yu 2017; Yao 2014). In the stage of organizational transformation, expansion, upgrade and return to connotation, it reflects the initiative and autonomy of Sino-German College under the market rationality. The organizational strategy is mainly reflected in “looking up”, that is, focusing on the central and provincial education policies and financial resources to obtain development funds and organizational prestige. This leads to cognitive reconstruction, power game, multiple goals, organizational identity and training misalignment. Entering higher education system and borrowing industry and educational system resources during the transition period; In the expansion period, the social network is used to obtain the organization’s “correct name” and improve its ranking. In the upgrade period, the vocational education should be endowed with multiple policy functions in the discourse system and the ritual work through the social network of different levels and the educational concept and development mode of “nationalism”. The connotation period of regression reflects the path dependence and institutional dilemma.

5.4 Higher Vocational Colleges as One Type of Technical Universities in China From 2004 to 2006, the professional construction of higher vocational colleges entered the normative period, marked by the issuance and implementation of the catalogue of higher vocational colleges by the Ministry of Education. Since 2007, the construction of higher vocational colleges has entered the period of construction of professional groups. Relying on the construction of demonstration higher vocational colleges, backbone higher vocational colleges and the improvement of professional social service ability, the construction of professional groups has become an important reform of the development mode of higher vocational colleges. It is an important way for higher vocational colleges to construct high level specialty and promote the connotation improvement by taking specialty group as unit. Professional group of construction in high vocational college is the current economic and social development under the background of change the way of professional development, is the

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connotation construction of higher vocational colleges and the innovation of intensive management, its way through professional development and the innovation of teaching organization, strengthen the professional set of flexibility and adaptability, realize the education resource sharing income and promote the education resources to improve the overall level of professional construction. The construction of professional groups in higher vocational colleges is not only the external demand of industrial transformation and upgrading, but also the internal demand of higher vocational education’s own development. Higher vocational education has a highly close collaborative relationship with social and technological progress and industrial economic structure. Therefore, higher vocational colleges should set and adjust their own professional structure according to the regional industrial structure. And with the progress of science and technology and the transformation and upgrading of industrial structure, the requirements of the job knowledge and skills, so that the connotation of career changes, especially the technology jobs for complex degree of professional and technical requirement to the higher, technical personnel in the professional belt distribution to high-end forward continuously, demand from a “single skills, a single type of work” gradually turned to “skills, type of work”, and this kind of “compound” technical skills talents who are rising to the higher vocational education. With the continuous development of modern industrial clusters, the industrial structure in the social economy is continuously extending upward and downward vertically, and the correlation between industries is increasing horizontally. As a result, the social division of labor is deepening and becoming more complicated, thus leading to the emergence of post groups that are highly related to the knowledge and skill demands of employees. Therefore, with the development of social and technological progress and industrial cluster, the demand for compound talents and the phenomenon of post group put forward higher requirements for the post adaptability and career mobility of vocational college graduates (Zhou 2014, 2016; Long 2004; Xiao and Yu 2016; Xiong 2016; Yu 2017; Yao 2014). The evolution of talent demand structure caused by industrial transformation and upgrading is the fundamental driving force for higher vocational education to focus on the construction of professional groups instead of individual majors. Industrial cluster is the result of the adjustment and optimization of industrial structure. Under the background of industrial cluster development, facing the market with a single specialty can no longer meet the needs of industrial cluster development and regional characteristic development. And professional group put forward higher vocational education is to adapt to the new thinking of industrial development, it is because of industrial adaptability to a wide range of jobs and the characteristics of “customization” color talented person’s demand, higher vocational professional group of building a flexible curriculum organization and rich individual character of the personnel training mode, and strengthen the learners post migration ability and career ability, in order to solve the contradiction between the adaptability of personnel training and pertinence, improve the quality of the training of technical skills. In terms of value pursuit, vocational education should attach importance to the all-round and sustainable development of educates, establish an organic link

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with economic and social development, pay more attention to long-term educational value, and optimize the relationship between adults and talents. Higher vocational education has the dual attributes of higher education and vocational education, and its nature and function determine that “the specialty setting in higher vocational colleges is a link between the society and the school”. The Plan for the Construction of Modern Vocational Education System (2014–2020) clearly states that “modern vocational education should meet the needs of economic and social development, and its professional setting should also meet the market demand”. According to the Higher Vocational Education Innovation and Development Action Plan (2015– 2018), “Higher vocational education should adhere to the principle of adapting to the needs, closely follow the industrial development, rely on key majors (groups), and constantly improve the professional construction level”; The Guide to The Development Planning of Manufacturing Talents puts forward that “the integrated development of industry and education will be further deepened, and the dynamic adjustment mechanism of subject and major setting will be improved along with the development of industry”. It is pointed out in the 13th Five-Year Plan for the Development of National Education that “vocational schools should scientifically position themselves to run specialty clusters that are featured and advantageous for local economic and social development” (Zhou 2014, 2016; Long 2004; Xiao and Yu 2016; Xiong 2016; Yu 2017; Yao 2014). Professional group is a new type of specialty construction mode in higher vocational colleges, by will have relevant knowledge and technology base, common vocational skills require a combination of professional, which can integrate external resources and revitalize the existing stock of resources, Shared the teachers, practice base, curriculum resources, economies of scale effect, improve the education resources. At the same time, the professional group mode of higher vocational colleges can dynamically adjust their own professional structure according to the development and change of industrial structure, which makes the professional setting in higher vocational colleges on the basis of stability, but also has strong flexibility and adaptability. As an intensive professional management mode, professional group can effectively reduce the difficulty of teaching organization and management, and then, by pooling resources and integrating forces, improve the income of educational resources and enhance the quality of technical and technical personnel training. Therefore, the professional group construction mode will be an important direction for the development of higher vocational education. At present, China’s higher vocational education has not fully adapted to the needs of economic and social development, which is highlighted by the high employment rate and low employment quality of graduates in vocational colleges. The problems of high employment rate and low employment quality of graduates in higher vocational colleges are the concentrated reflection of the fact that higher vocational education has not fully adapted to the economic and social development. The specific reasons include the following three aspects: In terms of the value orientation of professional group construction, it simply emphasizes that professional group construction should be oriented by promoting employment and ignores the cultivation of learners’ career ability. “Employment orientation” is the theory of running a school of higher vocational education has long

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insisted on, and in professional group in the process of the construction practice in higher vocational colleges, the misreading of “employment guidance” concept, think “vocational education is employment education”, “professional group of construction to full service industry development”, leading to the professional group of set inside the “plan”, “supply” characteristics, high set up carefully, cultivate professional process to set too rigid, which are unfavorable to the cultivation of learners’ career ability (Zhou 2014, 2016; Long 2004; Xiao and Yu 2016; Xiong 2016; Yu 2017; Yao 2014). In terms of the action logic of professional group construction, the linear logic of industry-professional-employment is emphasized, which is a mechanical interpretation of the adaptation theory of vocational education. Because of the complexity of the Labor market, professional group of construction and industrial development is not a simple linear correlation, therefore, rely on industry guide, the use of professional structure and industrial structure of the corresponding linear logic is difficult to reflect the social demand to make rapid and accurate, and emphasizes the employment of the zero distance docking, blindly improve graduates’ first jobs competence, often ignored the post migration of cultivating learners’ ability and career ability. The higher vocational college graduates’ career conversion rate, the industry conversion rate and the lower expectation of career, the job and the professional match to verify this point. In the implementation path of the construction of professional groups, the internal and external coordination mechanism of higher vocational colleges has not been formed, the phenomenon of “going it alone” is common, and the research on the dynamic adjustment of professional groups is insufficient. Due to the characteristics of “administrative direction” in the realization of specialty group construction, higher vocational colleges regard it as the key task in the demonstration construction period. However, in the “post-demonstration” period, the specialty group lacking intention-driven has become an institutionalized system, unable to timely and effectively respond to and adapt to the changes in talent demand of technological progress and industrial development. Therefore, the static construction practice of “emphasizing construction and ignoring adjustment” of professional groups makes it divorced from the needs of post groups, which not only restricts the industrial service ability of professional groups, but also hinders the development of vocational ability of learners and the improvement of post transfer ability, thus leading to the severe employment quality situation of vocational graduates. Therefore, this study based on the practice of the construction of the professional group of higher vocational colleges, focusing on the value of a professional group of construction error and logic deviation, through the analysis of the role of higher vocational education under the background of knowledge society and reflection of higher vocational education and social interaction, the higher vocational colleges to professional group of practical point of view from “social needs” to “individual life”, from “career guidance” value orientation, the “double” the implementation of the action logic and tracking platform based on career path three aspects, try to construct humanoriented professional group of construction system in higher vocational colleges, By government, higher vocational colleges, employers, graduates establish unimpeded information between coordination mechanism and communication platform,

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and has strong flexibility and adaptability of higher vocational education professional group of dynamic adjustment of the construction of the system, in order to enhance the flexibility of the openness of the professional structure, professional direction adaptability and professional Settings, to enhance graduates career ability and social adaptation ability training, in order to research and practice of our country’s higher vocational colleges professional group of construction to provide certain reference (Zhou 2014, 2016; Long 2004; Xiao and Yu 2016; Xiong 2016; Yu 2017; Yao 2014).

5.5 The Professional Groups in Higher Vocational Colleges Higher vocational education is not only an important level of vocational education, but also an important type of higher education. The conformity standpoint thinks that higher vocational education is the unification of higher and occupation. From the perspective of the types of higher vocational education is a type of higher education, therefore to emphasize its higher character, should be in accordance with the law of higher education, at the same time, from the perspective of vocational education, higher vocational education with the people who share the same secondary vocational education, vocational education is the higher level, therefore, must reveal its vocational education, therefore, setup of higher vocational education should adhere to the professional and the integrity of higher; From the perspective of the value of the specialty construction of higher vocational education should adhere to the “market” and “public welfare” value unification, marketability is refers to the higher vocational education as a high level of professional education, the professional setting should be in the market and the demand of the society and the Labor market, and public welfare is to point to higher vocational education as the type of higher education, education is the primary goal, unification on the basis of the professional construction “person’s full scale development” the basic tenet; From the nature of the talent, the cultivation of higher vocational education is a senior technical talent, has the talent level of advanced sex, occupational knowledge ability, talent types of technical, graduates to the grass-roots sexual characteristics, thus, its professional orientation should be directly correspond to the economic development of education, its specialties to adapt to the market demand. The polarizing position thinks that the orientation should be based on the difference between higher education and occupation. In terms of distinguishing marks, discipline is the basis point of general higher education, while specialty is the basis point of higher vocational education. From the professional nature, the general higher education has the characteristics of general, systematic and expandable, while the higher vocational education has the characteristics of pertinence, process and skill. Therefore, the professional construction of higher vocational education should highlight the vocational characteristics and local characteristics. On the connotation of the professional, higher professional education is the education category, is the basic unit of the teaching, is the organization form of courses, and specialty in higher vocational education is not divided into jobs as the basis, to serve the local area or industry

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development as the goal of economy and society, in the form of the working process of the systematic curriculum system of teaching and learning activities; In professional Settings, higher vocational education is different from pure skill of vocational education, it is also different from for academic mission of higher education, its training concept should be a combination of knowledge and skills of vocational education in higher vocational education, which requires the establishment of professional, as well as around the needs of the development of the industry or sector to have certain professional development prospective, and professional as the true value, therefore, should be based on the professional post group, professional group as a platform to set the path (Zhou 2014, 2016; Long 2004; Xiao and Yu 2016; Xiong 2016; Yu 2017; Yao 2014). How to effectively connect regional industries and optimize the layout of major structure are the key points in the current construction of higher vocational major groups. The existing research mainly focus on three aspects, namely, the choice of industry, the path of industry and the setting of internal majors. On the choice of professional group of docking industry, the existing research thought should give full consideration to the characteristics of the school, the professional characteristics and professional colleges and universities around the layout, and connecting with the regional leading industries, emerging industries, tried to use a variety of docking way, adhere to the “behavior preferring” and “differentiation” development is the development of vocational colleges professional group of strategic choice. On the path of industry docking between professional groups, existing researches believe that there are the following ways of docking: building professional groups for the emerging industry forms in different industries; To build a professional group for the industry chain constantly extending and stretching; To build professional groups for different occupational fields; Build a professional group around majors with the same discipline basis; The professional group is constructed by the rearrangement and the order of the professional elements caused by the refinement of vocational posts; To build professional groups according to the career chain of reordering with the industrial chain; To build professional groups according to the intersection of vocational skills, skills and engineering personnel; Use SWOT analysis method to combine the needs of industrial talents to carry out professional group construction.

5.6 Curriculum System and Its Specific Mode Curriculum system and its resource construction are the core links of specialty group construction. The existing research have discussed the course system construction path, method, mode and structure respectively. In terms of the course system construction path, some scholars believe that it is necessary to make an analysis according to the technical and service fields of the major group, clarify the talent training objectives and talent demand analysis, analyze the job group tasks facing the major group, and establish the course group of the major group. Based on the above analysis, the existing research thought to curriculum system construction based on the

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following three methods: analysis of the professional group of contact “career” and “service domain” oriented by core positions, with its work area to build professional core courses, working content the working process of the construction of curriculum content, organize the teaching content as the main line. Using the “learning domain curriculum development method”, an open and Shared learning domain curriculum group for typical work tasks is designed. Drawing on the KAS training law of enterprise management training, the vocational post competence is divided into three elements of job knowledge, vocational core competence and vocational skills, and then a “progressive” practical curriculum system including theoretical curriculum system, practical training curriculum system and certification module system is set up. In terms of the mode and structure of curriculum system construction, existing scholars follow such modes as “wide platform, multi-direction”, “horizontal level, vertical chain”, “platform + module + direction” and “foundation + platform + module + expansion”, and follow the principle of “basic sharing, core separation and expansion mutual selection”. Built “sharing skills + division + skills” elect the platform of curriculum system, the practice course front, the task center class on the theory of main body, promote “ability training system”, professional theory, professional skills courses, practice lesson, “the organic combination of practical teaching system, such as” the basic task course + task specialization direction + technical discipline curriculum”, “public class course + professional sharing + professional direction ‘modules’” course curriculum framework to higher structure, “Public basic course general course + platform basic course + direction skills class” four sections of curriculum structure, such as “comprehensive quality, professional foundation platform module, basic skills, vocational skills module, textual research module, production practice and graduation design module”, “+ general technology curriculum platform + professional technology platform course + professional + professional direction course + professional practice and innovation” and so on six sections of course, in order to promote the competence of the post group oriented working degree and collaborative of talent training objective, course and the working process of compatibility, synergy theory and the practice teaching system and matching. At the same time, some scholars discussed the construction of the user-centered digital resource base and its service system from the aspects of planning and design, content construction, system management and teaching mode (Zhou 2014, 2016; Long 2004; Xiao and Yu 2016; Xiong 2016; Yu 2017; Yao 2014). The purpose of specialty group construction is to improve the quality of personnel training through the reform of personnel training mode. In terms of the classified cultivation of talents in professional groups, some scholars believe that the classified cultivation should be carried out in the professional groups of higher vocational colleges according to the personality characteristics of college students, including popular, skilled, innovative and other types. According to different types of talents, different talent cultivation schemes are implemented to cultivate popular technical and technical talents through standardized teaching, to cultivate skilled and characteristic talents through strengthening practical operation training, and to cultivate innovative and entrepreneurial talents through innovation training and entrepreneurship training.

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In cooperative education model between colleges, some scholars based on “dual integration” teaching and production, “enterprises and schools of all to the whole intervention”, “front shop, back yard” type, such as pattern, between the two sides are discussed using the education teaching resources and production management resources, participate in the teaching process and the production process each link, form combines production, teaching and product research and development, technology innovation, entrepreneurship education model for the whole, and scholars, based on “ability development” of Singapore Nanyang polytechnic college system, through the teaching of “project scheme” to create “unbounded” ability development environment, Then it realizes the talent training mode of “ability development” and learning goal integration, “ability development” and teaching evaluation integration. On the basis of the above research, some scholars believe that industry culture should be integrated into campus culture and curriculum teaching, so as to improve the cultivation mode of work-integrated learning (Zhou 2014, 2016; Long 2004; Xiao and Yu 2016; Xiong 2016; Yu 2017; Yao 2014). As a teaching resource, practical training base plays an important role in the construction of professional groups. In terms of the management of practical training base, some scholars first think that the construction of practical training base should start from the requirements of practical teaching, including a single experiment (training) room meeting specific teaching requirements, a basic training base meeting basic and general skill training, and a technology or engineering center facing the technology or service field. Some scholars believe that from the perspective of school-enterprise cooperation, an open and Shared training base should be built, including practice teaching center, enterprise staff training center, technology R&D and service center, and innovation and entrepreneurship platform. Meanwhile, the service platform of professional group practice base should be established through the key resource pool mode of practice base, and the practice platform combining basic experiment on campus with practice base Shared by off-campus base should be built, so as to realize the transformation from consumption practice training to productive practice training. In the aspect of practical teaching system construction, the relevant scholars to build the “construction of practice teaching system”, “practical conditions for running system”, “practical teaching system construction of practice teaching system of three management structure, based on course modules to build the basic training, special technical training, production practice and innovative entity four layers of progressive practical teaching system, and build the contains the practice teaching condition, design, process and effect evaluation of the practice of the scientific and feasible, diversified teaching quality evaluation system and operational mechanism. In terms of the construction of the teaching staff of the professional group, the related research have discussed the combination mechanism, training mechanism and growth mechanism of the professional group teachers. On the combination mechanism of group of professional teachers, some scholars think should break the traditional teachers belong to different teaching units, the identity of the curing by forming include learner training, vocational skills competition to nurture and transverse project research and development capabilities, such as “triad” teacher studio, to the

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construction of teachers team cooperation and cooperation mechanism, and through the project development and technical transformation to improve the teachers’ team of social service ability. On the professional group of teachers’ training mechanism, improve the system of teachers training, set up in the same group includes two aspects of teacher resource platform and network database platform sharing high quality teaching resources platform, planning the career direction of professional teachers and teachers team, hierarchical system of training teachers, school and industry during the part-time employment or two-way communication mechanism, increase the professional teachers’ production practice experience, improve project or engineering practice ability; In terms of the growth mechanism of professional teachers, it should establish the incentive mechanism of teacher development and evaluation, construct the teacher development evaluation system, improve the reasonable salary distribution system and performance evaluation system, and guide and help their professional development (Zhou 2014, 2016; Long 2004; Xiao and Yu 2016; Xiong 2016; Yu 2017; Yao 2014). As an organizational form, the management mechanism of professional group includes macro, meso and micro levels. The macro level includes the multi-subject collaborative participation mode of government, school, business and enterprise; the meso level refers to the participation mechanism with school and enterprise as the dual subject; the micro level is the specific construction mechanism of core majors and related majors in the professional group. At the macro level, a professional group construction mode with the active participation of “government, school, business and enterprise” should be established. Through the establishment of public information platform, guide the co-construction and sharing of the government, higher vocational colleges and enterprises, cooperation mechanism, through the government releases talent planning information, advertise the talent training in higher vocational colleges, and publishing talent demand information industry enterprises, and recruitment, training, employment skills talents demand prediction and supply mechanism; With the participation and guidance of the education department, the data collection platform for talent cultivation in higher vocational colleges should be improved, the annual report system of talent cultivation quality in higher vocational colleges should be established, the third-party evaluation should be introduced, and the quality evaluation mechanism for talent cultivation in higher vocational colleges should be established with multi-subject participation, covering such indicators as employment rate, employment quality learners and enterprise satisfaction. At the middle level, we should complete the innovation of the professional group mechanism of schoolenterprise participation. Some scholars believe that a vocational education group or talent cultivation alliance with regional industries as the link and multiple subjects as the core should be built to meet the needs of regional social development. Some scholars believe that through the establishment of a multi-party professional group construction committee and the dialogue and exchange system, and then to establish the coordination and cooperation mechanism for the purpose of co-construction and sharing of resources and the timely promotion and application mechanism of teaching reform results; Some scholars believe that “industrial college”, “schoolenterprise community of interests” and “school-enterprise integrated development

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community” can be determined in the form of mixed ownership. Modern apprenticeship can be used to design teaching programs and manage professional clusters, and school-enterprise jointly implement the “entrepreneurship-specialty” integrated talent training mode. At the micro level, the establishment of “head of the department of professional manager responsibility system under the leadership of the” or “specialty group of head and leader system”, detail its in specialty construction and teaching organization, learners management related responsibilities, and implementation of flexible management and flexibility of curriculum organization, can according to the industrial development and technological progress to adjust course content, and can be divided into theory and training program for teaching (Zhou 2014, 2016; Long 2004; Xiao and Yu 2016; Xiong 2016; Yu 2017; Yao 2014).

5.7 Dynamic Adjustment of Professional Groups The adjustment of industrial structure is a dynamic process of coordination, so the construction of professional groups corresponding to industrial structure should also be a process of adaptation and continuous optimization. The evaluation mechanism and dynamic adjustment mechanism of professional group have been studied. In terms of the evaluation mechanism of professional groups, some scholars believe that professional groups should be evaluated as a complex, and the emphasis of evaluation should be on the contribution of professional group talent cultivation to the industry, the participation of industrial enterprises, the fit between professional structure and industrial structure, and the promotion degree of industry-oriented majors. On evaluation types, some scholars think that should be divided into two project assessment and evaluation phase, the project assessment basically think schools professional group of necessity, rationality and feasibility of construction level evaluation for professional group to carry out the evaluation of the construction of the project, measure of the school of the construction of the professional group of level (level) or has reached the stage of development; On the evaluation methods, some scholars think that on the basis of traditional internal evaluation in higher vocational colleges, the formation of industry, enterprise, third-party evaluation agencies together to participate in professional group of construction evaluation mechanism, in a professional group of social contribution to the construction of graduate employment quality, etc. As the important indicators of professional group of construction results, and further improve the school, enterprise, industry and the third party to participate in your organization, teaching information monitoring, the monitoring of teaching supervision and teaching management monitoring of teaching quality monitoring system. On the professional group of dynamic adjustment mechanism, some scholars from the perspective of main body participation, think should build more complicit in adjustment mechanism, the government is mainly responsible for cooperative parties to contact formulates plans for the development of talent and talent demand forecasting, coordinate education department set up personnel training quality release system, guide the higher vocational colleges to optimize professional

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structure adjustment; From the perspective of adjustment mechanism, some scholars believe that the adjustment mechanism should focus on the employment quality of major groups and industrial development, and reflect the industrial development trend and talent cultivation quality through the third-party evaluation of graduate employment quality, thus providing an important basis for the dynamic adjustment of the structure of major groups. And scholars believe that define the direction of professional adjustment according to the labor force participation and hierarchical position, according to the employment elasticity change the size and quantity to adjust professional orientation, labor participation rate reflects the Labor force level of demand, and then to regional level vocational education professional set inside to make differential adjustment, the employment elasticity reflect on the degree of absorbing labor force, then adjust professional structure and scale of the professional group; For the purpose of establishing a dynamic adjustment mechanism, some scholars believe that the regulation of the number of specialties in the group and the enrollment scale can promote the resource concentration and structure optimization of specialties in the group, and promote the establishment of self-development, constraint and adjustment mechanism of specialties (Zhou 2014, 2016; Long 2004; Xiao and Yu 2016; Xiong 2016; Yu 2017; Yao 2014). In terms of participation main body, some scholars analyzed the United States, Japan, Russia, Britain and other professional structural adjustment of the status quo, in the United States, the institutions of higher learning has greater autonomy for professional setting and adjustment, department mainly by the federal government funding, education, legislation and education policies indirectly influenced the form of professional Settings, in addition to the above policy, the state department in some states can also directly for professional appraisal, and under normal circumstances, professional appraisal and evaluation is conducted by nonprofit professional appraisal institution, therefore, The professional adjustment mechanism in the United States has formed a mechanism of mutual cooperation and restriction among the government, universities and third-party appraisal institutions. Different school-running autonomy of institutions of higher learning in Britain, the difference is larger, the traditional colleges and universities due to the strong, to have greater autonomy, professional setting and adjustment, and the new university of institute of technology, such as comprehensive weak school-running autonomy, their major setting and course plan needs to be approved by the national academic committee or professional group can, therefore, the government mainly through the creation of a new university type to implement for specialty setting and the adjustment of the structure, in terms of professional assessment, unlike the us, the UK is a professional appraisal institutions including national institutions of higher education to ensure (London) and two types of specialized agencies, The former is responsible for professional assessment in general subjects, while the latter is responsible for professional assessment related to occupations. Japan is similar to the situation in China, the school-running autonomy of colleges and universities is small, the colleges and universities set up professional needs the government set the directory of choice, the government also by setting up a new way to adjust at the university of professional bodies, in terms of professional setting and evaluation, different from Britain and the United States,

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Japan is directly under the government’s official university set up the council is responsible for. From the perspective of implementation mode, some scholars began to explore the American vocational education put forward the concept and connotation of the concept of cluster in study and discusses on cluster provide students with career guidance scheme, and analyses the problems in the implementation of the career cluster and challenges, and that it can learn from integrate academic and technical content, cross and double credits and other ways to deal with these challenges; Next, some scholars analyzed different implementation paths such as Nebraska’s “basic education” policy, Virginia’s career path model and personalized learning plan, and Alabama’s school learning and Career Experience Connection program. Based on the perspective of students and scholars, designed for students of career clusters curriculum design software, preparatory courses, bilingual teaching and professional cluster based on the corresponding standard, modular and adaptive characteristics, to ensure the professional knowledge and skills is consistent with the theme of the cluster of professional group model, to improve students’ understanding of career education and the whole life after, cultivate their intellectual skills and innovation ability, and help them to choose suitable for the future projects. From the perspective of the adjusted basis, based on the foreign professional forecasters and system, some scholars think that first build industry skills council system and industry service platform is critical, such as the British set up employment and skills committee (UKCES) and industry skills council (SSCs), the industry skills council of Australia (ISCs), Germany’s industry association, etc., at the same time, the implementation of participating is the implementation of participating skills in demand forecasting system, National level such as the UK Labor force survey (LFS), annual survey of employment (AES), region or industry, skills auditing system of combining the forecasting system, Germany built including the federal institute of vocational education (BIBB), German unions and Germany vocational training employer groups, such as “judgment skill requirements” in the network research network, a French skills forecast including mid-term prediction, industry research, regional survey and employers skills survey, etc. (Zhou 2014, 2016; Long 2004; Xiao and Yu 2016; Xiong 2016; Yu 2017; Yao 2014). From the perspective of evaluation method, some scholars first investigated participation in career education, career choice and satisfaction, and satisfaction with education support services of community colleges. They believed that students involved in the project had higher employment rate, job relevance and job satisfaction. And scholars based on education to evaluate the effect of the implementation of the project, such as interest of regional manufacturing career courses intervention program and school students structured career interventions, SETM students to participate in the program of academic education, computer-assisted career guidance plan implementation effect are studied, career interest intervention program is for students interested in construction career cluster is low cause of the shortage of skilled Labor introduced, found a career interest intervention plan didn’t work for the students’ vocational interest, And SETM students to participate in the

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program of academic education also did not improve the students’ continuous education, and to regional SETM career cluster effect of engineering education path are analyzed, and the teachers and management personnel as the research object, and argues that the establishment and engineering education and related with the SETM strict quality standard curriculum, the teaching plan, learning resources, the recruitment of students propaganda, strengthen the collaboration is to improve the effect of education strategy. Based on the viewpoint of professional group of choice, some scholars has designed based on the theory of the Holland vocational interest cross-cultural career decision-making system and based on Bayesian Belief Network (Bayesian are Network structure to construct the Dynamic career Decision Model DDCM (Dynamic Decision Model), and for career and career decision-making styles pending types are analyzed, and career decision-making can be divided into the Decision of the lack of supporting information, hesitating, firmly decided and four types of uncertainty, The pending types of career planning include unplanned avoidance, information but indecision, confidence but lack of information, and not being informed. At the same time, the research is based on analysis of job search activities to choose professional cluster relation with interest, found that the level of professional cluster order associated with the level of vocational interest, and then through the analysis of the career path of unemployment and employment type, analyzes the individual characteristics and parents background factors, and discusses the policy makers how to carry out targeted preventive policy intervention. Based on school distribution, student type, and school type providing different career clusters, other scholars conducted a multi-level analysis on the mobility of students’ choice and registration of career and career clusters in Florida colleges and universities. Based on students’ psychological point of view, there is some research on the types students, such as the selection of the highest rates of participation in African American students, and probes into the understanding of their personal experience influences on its participation, selection of community college students, the influence factors of the students choose a career course was analyzed, and the selection of grape condition of middle school students’ career decision-making, from the professional features of your professional and personal traits pending group are analyzed, and to explore the influence factors of students. Also studies based on college students’ career decision-making level, level of career preparation and career preparation behavior of cluster type and its difference, analyzes the career decision-making self-efficacy and vocational adaptability, career planning, career maturity indicators such as the gender factors behind the initiative, personal growth, emotional experience and personality traits, professional identity and influence factors, such as professional resilience to predict the different needs of college students’ career services, explores the ways of career guidance (Zhou 2014, 2016; Long 2004; Xiao and Yu 2016; Xiong 2016; Yu 2017; Yao 2014). In general, as a close link between higher vocational colleges and the society, the construction of major has always been the hot topic of higher vocational education. With the progress of science and technology and the development of industrial clusters, compound technical and technical talents with strong post migration ability

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have increasingly become the focus of talent demand. Therefore, professional groups have become the future direction and inevitable trend of professional construction in higher vocational education. Although scholars at home and abroad have made beneficial explorations in the theoretical research and construction practice of majors and specialty groups, there are still the following deficiencies. In terms of the value orientation of professional group construction, the existing research and practice uphold the “employment orientation” or “industry orientation” of professional group construction. “Employment orientation” holds that the essential attribute of vocational education is “occupation”, that is, “employment education”. Therefore, the construction of professional groups in higher vocational colleges should be set closely around the goal of “employment” in terms of enrollment specialty setting, curriculum system construction and talent training mode. “Industrial orientation” holds that the essential attribute of vocational education is “industrial”, and the purpose of building professional groups is to serve industrial development. Therefore, the process of building professional groups and training talents in higher vocational colleges should always focus on industrial development and reform. However, emphasizes the employment of zero distance docking blindly and industry service ability, improve the graduate’s first post competence, often ignored the learners’ sustainable development ability and the ability to migrate, resulting in higher vocational college graduate’s employment quality is low, high employment rate, high professional and low correlation of industry conversion, professional and employment etc. Phenomenon is serious. As a type of education, the fundamental goal of higher vocational education is to promote the career development of higher vocational college learners. Although the training of professional group is oriented to the professional group including key posts and related posts, more attention should be paid to the cultivation of learners’ post transfer ability and career ability, so as to lay a foundation for learners’ career development. Therefore, higher vocational professional group of construction is a systematic project of educating people, should uphold the people-oriented “career guidance” concept, pay attention to the value of the higher vocational learners, to meet learners’ individual all-round development in harmony with the regional economic and social development needs as the core, with professional and professional group of development and regional economic and social development demand the synchronous as the way, the construction professional group in higher vocational colleges to improve the level of the professional construction and talent training quality. On the action logic of specialty group construction, there exists linear logic of “industry-Professional-employment” caused by “industrial determinism” in existing research and practice. At present, the adjustment and upgrading of industrial structure has become the core strategy of regional economic development, which leads to the specialized division of labor within the regional economy, and the complexity of production technology and method brought by the specialized division of labor puts forward higher requirements for the quantity, type and level of labor demand. “Employers on the labor market demand is complicated, they are in a highly competitive global market, need to deal with all kinds of changing economic trend”, “the enterprise of labor demand is divided into short-term labor demand and labor demand

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for a long time, and due to pay the price, cost of production factors, the influence of such factors as the adjustment of short-term labor demand and long-term labor demand is also different, long-term labor demand greater flexibility”, leading to the industry within different industry demand for Labor is can’t just rely on simple addition of a single enterprise’s labor demand to conclude, This makes the relationship between supply and demand of talents in the whole labor market extremely complicated. The complexity of labor market makes it difficult for vocational education to reflect the type, level and quantity of labor demand quickly and accurately. Therefore, if the specialty group construction in higher vocational colleges only follows the linear logic of “industry-professional-employment”, the specialty group construction cannot reflect the change of talent demand in the employment market in time, thus affecting the quality of talent cultivation (Zhou 2014, 2016; Long 2004; Xiao and Yu 2016; Xiong 2016; Yu 2017; Yao 2014). The origin of the logical deviation of linear action in the construction of “industrial-Professional-Employment” in higher vocational colleges is the embodiment of mechanical adaptation theory in higher vocational education. Higher vocational education of mechanical adaptation theory ignores the complexity of the Labor market, the professional group of construction in higher vocational colleges can’t reflect the employment market demand change in time, which is now setup lead to repeat the phenomenon is serious, personnel training, skills training is changed obviously, and the quality of employment is less attention and feedback is not enough, higher vocational colleges, the internal and external linkage mechanism has not yet formed, the real dilemma, which affect the quality of talent cultivation. Therefore, re-examining the unidirectional and linear relationship between vocational education and social development has become an urgent problem to be solved in the construction of professional groups in vocational colleges. How to construct the internal and external linkage mechanism of higher vocational colleges, and then establish a smooth information coordination mechanism and communication platform among higher vocational colleges, employers and graduates, has become the key to improve the connotation construction level of professional groups and improve the quality of talent training. In the implementation path of professional group construction, it focuses on the static construction of professional group, and lacks research on the dynamic adjustment of professional group. On the implementation path of specialty group construction, the existing research and practice have discussed how to build specialty group according to the industrial cluster and technological progress, from the theoretical basis, specialty setting, course content, teacher construction, practical training system, etc., to explore the concrete measures of specialty group construction. Yet because of the construction of the professional group of “administrative points to the” characteristics, the construction period of higher vocational colleges as a demonstration of the key tasks, in “after demonstration” period, however, the lack of connotation driven professional group has become a kind of institutionalized system, unable to respond in a timely and effective manner and adapt technological progress and industrial development of talent demand changes, thus, professional group of “heavy construction, light adjustment” static construction practice, the disconnect

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with industrial chain post group of demand, both limit the ability of professional group of industry services, and hindered the professional ability of the learner’s development and the improvement of post migration ability. The development of vocational education is a state of flow matching with the economic structure. Professional structure and industrial structure, professional subdivision and industrial division of labor, talent supply and talent demand are the external framework of the coupling mechanism of vocational education and economic development. Specialty group construction is the result of the combination of dynamic labor market demand and higher vocational education. It is the inevitable path for higher vocational colleges to serve the development of individuals and society. With the extension of industrial chain, the adjustment of industrial structure and the change of social demand, the labor market needs are constantly changing, so the structure of professional groups should also be in the process of constant adjustment. Therefore, how to realize the dynamic adjustment of specialty group construction based on industrial development and technological progress and through the analysis of talent supply and talent demand is the urgent task of current higher vocational college specialty group construction (Zhou 2014, 2016; Long 2004; Xiao and Yu 2016; Xiong 2016; Yu 2017; Yao 2014).

References Long X (2004) On the change of government role from the perspective of higher education governance. Mod Univ Educ 20(1):74–77 Xiao F, Yu C (2016) The generating motivation, utility limits and optimization strategies of project governance in national higher vocational education—a case study of “National Demonstrative Higher Vocational College Construction Plan.” Res Educ Dev 20(Z1):64–70 Xiong J (2016) “State capacity” in university academic development: expression, limits and release. Univ Educ Sci 20(2):4–9 Yao R (2014) “Project system” of university governance: effectiveness, limits and reflection. Jiangsu High Educ 20(3):12–16 Yu B (2017) Unit system and project system: institutional logic and reflection on resource allocation in higher education. Jiangsu High Educ 20(2):21–25 Zhou G (2014) Modernization of governance of higher education in China: current situation, problems and countermeasures. China High Educ Res 20(9):16–25 Zhou X (2016) From “official dividing” to “hierarchy dividing”: China’s bureaucratic personnel system under imperial logic. Society 36(1):1–33

Chapter 6

The Educational Policy of Professional Groups in China’s Local Vocational Colleges

This chapter focuses on the professional groups in local vocational colleges. Specifically, the present situation of the construction of professional groups in local vocational colleges, the historical changes of the construction of professional groups in higher vocational colleges, and the challenges of the professional groups in local vocational colleges, and the difficulties in the professional groups in higher vocational colleges, the value orientation of professional group in local vocational colleges in China, tracing the theory of value orientation of the essential attributes of vocational education in China, and Career-oriented of the essential attribute of vocational education in the knowledge society have been examined in this chapter. Professional construction is the meeting point of higher vocational education and society. It is not only the hinge of educational resources allocation inside and outside the school, but also the basic organizational unit of talent training. In view of the obvious policy orientation in the construction of professional groups in higher vocational colleges in China, this chapter analyzes the history of the construction of professional groups in higher vocational colleges through the longitudinal arrangement of the construction policy of professional groups.

6.1 The Present Situation of Professional Groups in Local Vocational Colleges Since the ministry of Education formally proposed the construction of professional groups in 2006, the construction of professional groups in higher vocational colleges in China has gone through three stages of development from “pilot”, “popularization” to “optimization”, and has presented distinct characteristics. At the same time, through the comparative analysis of the professional group setting paths at home and abroad, it can be seen that Germany sets the professional group according to the career group, America sets the professional group according to the career group, and China sets the professional group by referring to the professional directory. © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2021 J. Li, New Directions of Local Higher Education Policy, Exploring Education Policy in a Globalized World: Concepts, Contexts, and Practices, https://doi.org/10.1007/978-981-16-4438-2_6

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These three paths have some similarities in terms of the basis of specialty setting, the construction of teaching standards and the collaborative participation mechanism.

6.2 The Historical Changes of Professional Groups in Higher Vocational Colleges In view of the obvious policy orientation in the construction of professional groups in higher vocational colleges in China, this paper analyzes the history of the construction of professional groups in higher vocational colleges through the longitudinal arrangement of the construction policy of professional groups. Major group is an important way to improve the connotation construction of higher vocational colleges. Therefore, the state has issued a series of policies to encourage and support the construction of major group in higher vocational colleges. By reviewing and sorting out the policies of the construction of higher vocational major groups in China, it can be seen that 2006 is the first year of the construction of higher vocational major groups in China. In this year, the Ministry of Education puts forward the implementation of “national model of higher vocational colleges and universities construction plan”, built around 500 specifically to focus on features of the professional group, as a result, professional group of the future of the change of the pattern of higher vocational colleges in our country’s professional development direction, is also promote the development of the connotation of the higher vocational colleges, the most important ways of improving the quality of personnel training. In the past two decades, along with the leapfrog development of higher vocational education in China, the construction of professional groups in higher vocational colleges has gone through the stage of “pilot-popularization-optimization”, and presented obvious phased characteristics, whose formation is inseparable from the guidance and promotion of national policies. Professional Group “Pilot” Construction Phase (2006–2010). In October 2005, the State Council issued the “Decision on Vigorously Developing Vocational Education” (hereinafter referred to as Decision 1), proposing to implement the national model higher vocational college construction plan during the “11th Five-Year Plan” period, focusing on supporting 100 national model colleges and universities, so as to accelerate the reform and development of higher vocational education. In November 2006, the Ministry of Education and the Ministry of Finance jointly issued by the “on the implementation of the national demonstrative higher vocational colleges and universities construction plan, to speed up the development of higher vocational education reform and the opinions” (hereinafter referred to as “opinions” 1), is proposed to support 100 high level demonstration construction in higher vocational colleges, from professional leaders and teaching staff training, training base or workshop construction, with the development of curriculum system of work-integrated learning characteristics, the formation of key construction professional 500 or so to play a leading role, related to support the key construction of the professional group, in order to improve the demonstrative higher vocational colleges service

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ability of economic and social development. By 2010, the pilot construction of 440 key professional groups has been completed in three batches. Therefore, with the leading role of national demonstrative higher vocational colleges, specialty group has officially become the future direction of specialty connotative development in higher vocational colleges in China. First, further clarify the “service as the purpose, employment-oriented” guidelines. “Decision 1” mentioned to adhere to the “service-oriented, employmentoriented” vocational education policy, and actively promote the transformation of vocational education to market-oriented and employment-oriented. At the same time, in November 2006, the ministry of education issued “about comprehensive several opinions on improving the quality of higher vocational education teaching, explicitly proposed to” service the regional economic and social development, to the employment as the guidance, to speed up the professional reform and construction, by tracking the market demand change in time, the condition of graduate employment, targeted regulation and optimize the professional structure layout, and build to a focus on professional and relevant professional in support of the professional group, and the radiation service areas and industry, enterprise and country, and through the construction of key professional system construction, professional teaching standards and professional certification system, Strengthen the cultivation of students’ employability (Wang 2011; Guo and Zhou 2018; Wu and Guo 2018; Qu and Zhou 2009). Second, it systematically puts forward the specific tasks of higher vocational specialty group construction in an input-oriented way. In June 2007, the ministry of education and the ministry of finance jointly issued the national demonstrative higher vocational colleges and universities construction plan management interim measures, has been clear about the special funds expenditures mainly includes the experimental training conditions construction fee, course construction fee, the teachers troop construction fee, Shared professional teaching resources database construction fee, thus, clear the direction and specific content in the construction of higher vocational professional group. Opinion 1 points out in detail that it is necessary to cultivate and introduce high-quality “double-qualified” professional leaders and backbone teachers and employ enterprise industry technical backbone and skillful craftsmen. In terms of course construction, there are about 4,000 core courses for high-quality majors, 1,500 kinds of characteristic teaching materials and teaching courseware, and each major will promote the improvement of the level of more than three main courses for related majors in the region and industry. In order to build a public platform for the cultivation of highly skilled talents and the construction of a lifelong learning system, a Shared professional teaching resource database is established around the key industrial fields supported by the state. Construction Stage of “Popularization” of Professional Groups (2010–2014). In July 2010, the ministry of education and the ministry of finance jointly issued “on further promoting” national demonstrative higher vocational colleges and universities construction plan “to implement work notice” (hereinafter referred to as notice of 1), 100 new about backbone construction of higher vocational colleges is put forward,

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plans for promoting provincial demonstration vocational colleges formed by national demonstrative higher vocational colleges as the lead, national backbone higher vocational colleges as driving, provincial key construction in higher vocational colleges to support the development of the landscape. In September 2011, the Ministry of Education, Ministry of Finance decided to implement “support improving the capacity of the professional services of higher vocational school” project, proposed in the national independent setting public higher vocational schools, support 1000 or so key construction of higher vocational education professional, raise the higher vocational education serve the national economic development way transformation and the construction of the modern industry system ability. In June 2012, after verification and confirmation, 969 higher vocational colleges in China were included in the action plan, except for those listed in the key construction of national demonstration (backbone) higher vocational colleges, those led by the teaching resource database of higher vocational education, and those supported by the central finance. Therefore, the professional group construction mode of “leading key majors and radiating related majors” has basically covered all vocational colleges in China (Wang 2011; Guo and Zhou 2018; Wu and Guo 2018; Qu and Zhou 2009; Qu 1999, 2012, 2014). In September 2011, the Ministry of Education issued several Opinions on Promoting the Reform and Innovation of Higher Vocational Education to Lead the Scientific Development of Vocational Education, which made it clear that higher vocational education should assume the responsibility of The Times for the transformation of service economic development mode and the construction of modern industrial system, so as to improve its ability to serve economic and social development. As a result, in improving the capacity of service industry, under the direction of higher vocational professional group of construction should give full play to the local and industry regulation and guidance role in the work in professional Settings, around the national industrial development and regional industry development needs, reasonable professional structure and layout, guide the adjustment of specialties of higher vocational school, at the same time, regional industry development on the basis of the demand for talent, encouraging industries and businesses to participate in the talent training aim, curriculum standard formulation design, teaching content, innovation of teaching form, the whole process of talent training mode reform. Secondly, the principle, content and key points of improving the ability of service industry of professional groups in higher vocational colleges should be clarified. In 2010 the Ministry of Education issued notice I mentioned should adapt to the regional industrial structure upgrade to adjust the professional structure, with reference to professional positions require make training scheme, introducing enterprise technology standards development of the industry professional courses, attracting industry enterprises to participate in the training and evaluation, a cooperation practice bases and other specific measures; In 2011 the ministry of education issued the central financial support of higher vocational schools promote professional service ability basic requirements that should be insisted on driving, service and development, the key breakthrough and whole school principals and participating, the principle of combining regional characteristics and industry as a whole, promoting

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docking between colleges and explore the education system and strengthen the practice education, transformation of the mode of cultivation, construction of teaching team, the implementation of the third party evaluation content, to promote the professional development level, In addition, the cultivation of skilled talents such as industry support, talent shortage, characteristic guidance and international cooperation should be regarded as the key point to support higher vocational schools to improve their professional service ability (Wang 2011; Guo and Zhou 2018; Wu and Guo 2018; Qu and Zhou 2009; Qu 1999, 2012, 2014). Construction Stage of “Optimization” of Professional Groups (2014–present). In June 2014, introduced the modern vocational education system construction plan (2014–2020) put forward vocational education professional course system to reform, industrial structure adjustment driven professional reform mechanism, the industrial technological progress driving mechanism of curriculum reform and the real application of driving mechanism of the teaching reform, and early warning mechanism and dynamic adjustment of the professional course system, promote the teaching content, teaching process and teaching method reform. In July 2015, introduced the development of higher vocational education innovation action plan (2015–2018) points out that the professional construction of the specialty of higher vocational colleges should be strengthened, and support to industry, the backbone of the depth of cooperation between colleges and social acceptance, professional construction, relying on key professional (group), the overall enhance the level of professional development, promote the adjustment of regional industrial structure and development of emerging industry. In June 2016, the Ministry of Education proposed that by 2018, it would support local governments to build 200 high-quality vocational colleges with accurate educational positioning, distinctive professional features, strong social service capability, leading comprehensive educational level, high fit for local economic and social development needs, and outstanding industrial advantages. In January 2019, the State Council issued the Implementation Plan for the National Vocational Education Reform, raising the specific target of building 50 high-level vocational schools and 150 key majors (groups). Therefore, China’s higher vocational colleges began to enter the dynamic adjustment of the “optimization” construction stage. First, improve the dynamic adjustment mechanism of the professional setting in higher vocational colleges. In October 2015, the Ministry of Education issued the ordinary institutions of higher learning of higher vocational education (specialist) professional Settings management method “and” higher vocational education of ordinary colleges and universities (specialist) professional directory (2015), has been clear about the higher vocational specialties for records and elaborated according to the specialty directory Settings and setting the detailed rules for the implementation of the professional direction, and from professional setting principle, professional set the requirements and conditions, such as professional setup implementation level, clearly put forward the provincial education administrative departments should establish and improve the higher vocational specialties in our region of early warning and dynamic adjustment mechanism, The enrollment plan, the completion rate of enrollment plan, the enrollment rate, the employment rate, the per student expenditure

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investment, and the evaluation result of running the school are taken as the basic basis for optimizing the professional layout and adjusting the professional structure. Second, further details the implementation strategy of dynamic adjustment of professional groups in higher vocational colleges. In July 2015, the Ministry of Education issued several Opinions on Deepening the Reform of Vocational Education and Teaching and Comprehensively Improving the Quality of Talent Training, which pointed out that vocational colleges should be guided to set up majors in a scientific and reasonable way, close to the market, industry and occupation. Optimize the professional layout of the development of the service industry, and build professional groups with distinctive features and remarkable benefits around various economic belts, industrial belts and industrial clusters that meet the needs; We will promote the development of demonstration industries that are urgently needed in national industrial development, and actively promote the development of related industries to meet the development needs of modern agriculture, advanced manufacturing, modern service industries and strategic emerging industries. The Guide to The Development Planning of Manufacturing Talents released in December 2016 pointed out that to promote the reform of the supply structure of manufacturing talents and promote the synchronization of subject and specialty setting with industrial development, a dynamic adjustment mechanism of subject and specialty should be established, and specialty setting should be adjusted around the industrial chain and innovation chain. Pay attention to the forward-looking professional setting; Strengthen the construction of specialty with industry characteristics; According to the transformation and upgrading of manufacturing processes, traditional disciplines and specialties should be upgraded to serve traditional industries and develop to the higher end of the value chain. Focusing on the layout planning of key industries in the manufacturing industry, we will focus on building a number of professional clusters with deep cooperation between schools and enterprises to play a supporting role. In January 2017 issued by the national education career development “much starker choices-and graver consequences-in planning”, also points out that to consummate the vocational school layout structure, promote regional vocational school science localization, make every vocational schools focus on manage local economic and social development needs the special advantage of professional (cluster), speed up structural adjustment of disciplines, through professional modification methods such as setting compound professional, and construction services in emerging discipline cluster of modern industries. In April 2019, the Ministry of Education and Ministry of Finance issued on the implementation of Chinese characteristics in planning the development of the high level of higher vocational schools and professional opinions, put forward to build a high level professional group, must face area or industry key industries, relying on professional advantage characteristics, improve the docking industry, professional group of construction and development of dynamic adjustment, self-improvement mechanism, promote the integration of professional resources and structure optimization, professional group of agglomeration effect and service functions, to achieve the supply side of talent fostering and the industry structure element convergent demand side, In December 2019, the first list of 197 vocational colleges and 253 professional groups included in the “Double Height Plan” was released

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(Wang 2011; Guo and Zhou 2018; Wu and Guo 2018; Qu and Zhou 2009; Qu 1999, 2012, 2014). Thirdly, the system of diagnosis and improvement of vocational specialty group teaching should be established. Office of June 2015, the Ministry of Education issued “on establishing a diagnosis and improve the system of job of teaching of vocational colleges notice, points out that to establish diagnosis and improve the system of job of teaching of vocational colleges, to guide and support the school comprehensive diagnosis and improve the teaching work, continuously improve the system of internal quality assurance system and operational mechanism, and pilot professional clinical change, reflect by professional institutions and social organizations of professional vocational colleges teaching quality acceptance, reversed transmission professional reform and construction. In December 2015, the internal quality assurance system of higher vocational colleges diagnosis and improve the guidelines (try out) “issued, in accordance with the” demand oriented, self-assurance, multivariate diagnosis, focused on improving work principle, lead to talent cultivation in higher vocational colleges to implement quality assurance work main body responsibility, establishing normalized internal quality assurance system and sustainable diagnosis and improve the working mechanism, continuously improve the quality of talent cultivation, in professional quality assurance, change respectively from professional construction planning, professional diagnosis, course quality assurance, from the three angles in professional clinical change project, Whether the school has established a regular professional diagnosis and reform mechanism; Whether it can promote the system and operation of medical diagnosis and reform which are adjusted dynamically with the development of the industry on campus becomes an important index. Fourth, continue to deepen the professional group construction mechanism of industry and education integration. “Focus on the scheme of the construction is the combination of professional construction, focus on the backbone of the school construction university-enterprise cooperation system and mechanism innovation, and high quality construction of higher vocational focus on the integration of production and education colleges and universities overall quality improvement”, with “high quality school” action plan, how to rely on professional (group), and overall enhance the level of professional development and promote the development of the regional industrial structure adjustment and new industry, become an urgent problem to be solved. In the process of the construction of high-quality schools, we should “stick to the specialty construction, adjust the structure, improve the conditions, boost teachers, and improve the ability of the development of professional service industry”, and the integration of industry and education should be the main line of the construction of high-quality schools. In February 2017, the national development and reform commission, the ministry of education, people club department jointly issued by the education modernization to promote project implementation plan, which explicitly put forward to promote vocational education integration engineering, production and education, with emphasis on the training experiment practice facilities construction, support of vocational colleges, undergraduate colleges and universities to deepen education integration, cooperation between colleges and improve personnel training conditions, strengthening practical education, and in

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April 2019, the ministry of education issued the first 24 fortune teach fusion type enterprise of the key construction to foster suggestion list. Therefore, through the deep cooperation of industry and education, the construction of professional groups in higher vocational colleges can be promoted and the overall quality of talent training in higher vocational colleges can be improved (Qu and Zhou 2009; Qu 1999, 2012, 2014).

6.3 The Challenges of Professional Groups in Local Vocational Colleges The concept of professional group construction in higher vocational colleges in China has undergone a change from “employment-oriented” to “employment-oriented” and from “employment rate” to “employment quality”. However, through the field survey of the current situation of the construction of professional groups in higher vocational colleges, it is found that there are some practical difficulties in the construction of professional groups in higher vocational colleges, such as the misunderstanding of “employment orientation” in the value concept, the logical deviation of “industryprofessional-employment”, and the static path of “going it alone” in higher vocational colleges. Therefore, the research framework of professional group construction in higher vocational colleges has been set up from three aspects: the evolution of value orientation from employment orientation to career orientation, the transformation of action logic from “linear” to “double-linkage”, and the evolution of implementation path from single combat to multi-party cooperation. In the “pilot” construction stage, China has completed the pilot construction of 440 key professional groups in three batches. In the “popularization” construction stage, China has supported the construction of 969 new professional groups. In the construction stage of “optimization”, the construction of professional groups in higher vocational colleges has entered the stage of dynamic adjustment. In terms of school-running philosophy, it can be seen from the history of the construction of professional groups that the construction of professional groups in higher vocational colleges in China pursues the employment-oriented school-running philosophy under the social standard, that is, taking employment work as the core, to determine the training objectives and professional structure of the construction of professional groups, to reform the personnel training mode, and to construct the quality evaluation system. “Employment guidance” formally started from 2003, in the past 15 years, our country has experienced from the professional group of construction in higher vocational colleges “employment oriented” to “in order to promote the employment as the guidance”, from the emphasis on “employment” to pay attention to the quality of “employment”, turned their attention from “the employment data to pay attention to” talent cultivation three aspects of change. Before 2013, Higher vocational education in China focused on “employment rate” as the core indicator of running higher vocational colleges, strengthened students’

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employability to improve employment rate as the core task of running schools, and closely combined the assessment results of employment rate index with the school’s career development, specialty setting and evaluation conclusion. In 2003 the Ministry of Education issued “on further deepening the reform of education, to promote the employment of university graduates work of several opinions, points out that the higher vocational school must be explicitly guided by employment and social actual demand, adjust the professional structure, training mode reform, strengthening the education of practice teaching, maintain directly with economic and social, close communication and contact”, and clearly the employment and the development of higher vocational colleges planning, enrollment plan, quality evaluation. In January 2005, the State Council issued a “decision on vigorously develop vocational education”, and in November 2006, the Ministry of Education issued “about comprehensive several opinions on improving the quality of higher vocational education teaching and the about the implementation of the national demonstrative higher vocational colleges and universities construction plan, to speed up the development of higher vocational education reform and the opinions, reaffirmed” adheres to the tenet of service, to the employment as the guidance “of vocational education school policy”, to speed up the professional reform and construction, through the construction of key professional system construction, professional teaching standards and professional certification system, strengthening students’ employment ability training. In 2011 the ministry of education issued the central financial support basic requirements of higher vocational schools promote professional service ability, clearly put forward the “employment guidance” under the “five docking” of higher vocational specialty construction, namely “to promote the professional dock with the industrial docking, the course content and the professional standards, teaching process and the production process and docking, qualifications and professional qualification certificate of docking, vocational education and lifelong learning, comprehensively enhance the level of specialty construction of higher vocational school, conditions, equipment level and industry service ability”. Since 2014, China’s higher vocational education has focused on “employment quality” as the evaluation index for the construction of professional groups in higher vocational colleges, “improving talent training quality” as the core task, strengthening students’ vocational ability training, and “employment quality” as one of the evaluation criteria for higher vocational education level (Wu and Guo 2018; Qu and Zhou 2009; Qu 1999, 2012, 2014). In June 2014, introduced the modern vocational education system construction plan (2014–2020), “pointed out that” modern vocational education is to serve economic and social development needs, geared to the needs of economic and social development and the production line, cultivate talented workers and technical skills and promote sustainable professional development of the labor force education type, for the purpose of service development, so as to promote the employment as the guidance, to learners’ professional ethics, technical skills and employment quality as the core, set up vocational education quality evaluation system, We will carry out performance assessment of vocational colleges with the quality of personnel training and service contribution as the main content. In July 2015, the ministry of

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education issued by the “on deepening the reform of vocational education teaching comprehensive several opinions to improve the quality of talent cultivation, to serve the development for the purpose, in order to promote the employment as the guidance, to enhance students’ employment ability as the core, strengthen ideological and moral, cultural literacy education and technical skills training, comprehensively improve the quality of personnel training “principle, and put the” take the students’ professional ethics, professional quality, technical skills, quality of employment and entrepreneurship ability as the important indicators of school teaching quality. In July 2015, introduced the development of higher vocational education innovation action plan (2015–2018), “to serve the development for the purpose, in order to promote the employment as the guidance, promote the development of higher vocational education and the economic and social synchronization, strengthen the accumulation of technical skills, improving the quality of personnel training”, and “encourage support local construction of a batch of accurate positioning, professional characteristic, the comprehensive level of running the social service ability, leading, high need to fit with the local economic and social development, industry advantage outstanding quality in higher vocational colleges”. In January 2017 issued by the national education career development “much starker choices-and graver consequences-in planning”, “adhere to service-oriented”, ““to improve vocational school talent training quality, in February 2017, the state council issued by the” about “much starker choicesand graver consequences-in” notice of promoting employment planning, points out the basic conditions for offering education to improve the vocational colleges, the construction of a group of high professional level of vocational colleges and the backbone, to speed up the cultivation of professional skills and the spirit of craftsman high-quality workers and personnel, improving the quality of personnel training”, in order to realize relatively full employment and high quality. From “employment oriented” to “in order to promote the employment as the guidance”, from the emphasis on “employment” to pay attention to the quality of “employment”, turned their attention from “the employment data to pay attention to” talent cultivation, higher vocational education in our country the evolution of the policy of “employment guidance” reflects the values of higher vocational education in our country is gradually from the “social standard” to “individualism”, from “utility” to “human nature”.

6.4 Analysis of the Difficulties of Professional Groups in Higher Vocational Colleges According to practical investigation and research, on the value orientation of the construction of the professional group, there is misunderstanding of “employment guidance”, embodied in the “professional education” as an “employment education”, “professional” as its essential attribute, professional group of construction in higher vocational colleges should be tightly around the “employment” to establish training target, course system construction, etc. Therefore, enrollment is the “life project” of

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higher vocational colleges, employment is the “image project” of higher vocational colleges, and the talent cultivation with the major group as the core is in the subordinate position of enrollment and employment. However, blindly emphasizing the connection between the initial employment rate and zero-distance industries often ignores the cultivation of learners’ sustainable development ability and post migration ability, leading to higher employment rate, higher conversion rate of occupations and industries, and lower degree of correlation between majors and employment. On the training goal, under “employment orientation” misunderstanding, higher vocational colleges will be the one “technology people” or “tools” as training goal, and to cultivate qualified for a specific job knowledge and skills for content of employment ability as the central task of education teaching in higher vocational colleges, the training goal of focus on the students’ first employment, directly show the employment according to the first professional counterparts, whether as a professional admissions criteria. However, in essence, vocational education is not a training vocational training that simply imparts job skills, but an educational vocational education that cultivates learners’ career ability, thus providing them with career preparation and serving for their career development. Career competence includes technical skills, academic skills and employment skills, which are the external manifestation, internal motivation and guarantee of vocational skills respectively. Technical skills refer to the ability to use professional knowledge and skills to solve practical problems and complete tasks. Academic skills refer to the ability to constantly acquire new information and update their knowledge and skills with the progress of science and technology. Employable skills are referred to as employable skills, which refer to interpersonal communication, teamwork and other abilities in work. On the course contents, under “employment orientation” misunderstanding, higher vocational colleges with the “seamless docking” of the enterprise, emphasis on course contents and teaching process of vocational colleges, with their industry and professional standards and docking, docking with the production process, focusing on the cultivation of ability and operation ability, grasps the enterprise needs, what we teach the students the “principle, to make professional education degradation of” training for the enterprise organization. However, if the curriculum content of vocational education only emphasizes the knowledge and skill requirements of employers and ignores the inherent law of learners’ career ability formation, learners will realize career orientation prematurely, which is not conducive to their career development, and vocational education will also degenerate into utilitarian “vocational training”.

6.5 The Logical Deviation of “Industry-Professional-Employment” First of all, the inter-school linkage of enrollment, employment and training, with the major group as the core, has not yet been formed. Recruitment is the “life project” of higher vocational colleges, and employment has long been a high-pressure political

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work concerned by the whole society and is also the “face project” of higher vocational colleges. Therefore, as a talent training work centered on the construction of professional groups, it is in a “subordinate position” to serve sub-recruitment and employment. In terms of employment feedback, vocational colleges usually pay more attention to the statistics and reports of employment rate and employment quality but ignore the feedback of employment rate and employment quality on education and teaching. Employment rate, as a traditional political task, has long been the core work of higher vocational colleges, while employment quality, as a new statistical index, has gradually become one of the work centers of higher vocational colleges. However, the flexibility of employment statistics leads to a certain degree of “distortion” of the data, and the authenticity and reliability of the third-party statistics of employment quality statistics are questioned. Moreover, the employment statistics and reporting work are all the responsibility of the recruitment and employment department and the counselors, with little correlation with the specific teaching department. Therefore, the employment rate and employment quality have become the “image project” and the “baton” of the school enrollment work but have not formed the substantial promotion effect for the specific teaching implementation (Qu 1999, 2012, 2014). Meanwhile, the external linkage between the construction of professional groups in higher vocational colleges and enterprises, trade associations and governments outside the colleges has not been completed yet. From the perspective of the enterprise, the enterprise is a profit-oriented social organization. In the process of participating in the apprenticeship, the purpose is to obtain the maximum benefit with the minimum input. Therefore, the enthusiasm for participation is not as high as expected. At the same time, the benefits of enterprises’ participation are to improve their own influence and social credibility, but the government and competent authorities can’t keep up with them in terms of taxation and supporting policies, thus exacerbating and reducing enterprises’ enthusiasm for participation. However, the government does not coordinate with industry and industry departments when formulating local talent development plans. In terms of the professional examination and approval of education departments, schools are mainly responsible for the professional examination and adjustment at present, and the department of Education has not formed a coordination mechanism with human resources departments, enterprises or industry associations. Therefore, the construction of professional groups in higher vocational colleges cannot be effectively guided by the education management department, nor can they carry out effective cooperation with the industrial department and the industrial department. In fact, they are in the embarrassing state of “fighting alone”. In recent years, China’s higher vocational education adheres to the job-oriented concept under the social standard, that is, centering on the “employment” work, it determines the talent training objectives, adjusts the professional structure, reforms the talent training structure and establishes the quality evaluation system. In higher vocational colleges, however, in the concrete practice of the construction of the professional group, higher vocational education is simply equated with “employment education”, exaggerate the higher vocational education “employment” economic function, and will be the one “technology people” or “tools” as training goal, the pursuit of curriculum content and the “seamless docking” of the enterprise, thus,

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ignored the inherent law of learners’ career ability formation, make professional education is faced with the risk of degradation of utilitarianism “vocational training”. Therefore, by sorting out the historical evolution of the value orientation of vocational education, this paper argues that vocational education has entered the stage of serving learners’ career development, and that the current misunderstanding of employment orientation lies in the misunderstanding of vocational education concept under the social standard. This paper analyzes the historical evolution of vocational education from “training” to “education” by sorting out the realistic disputes of the essential attributes of vocational education from the perspectives of sociology and pedagogy and holds that the essential attributes of vocational education in the knowledge society should be career oriented. Although the training of professional group is oriented towards the professional group including key positions and related positions, more attention should be paid to the cultivation of learners’ career ability and post transfer ability and lay a foundation for their career development. Therefore, higher vocational colleges professional group of construction is a systematic project of educating people, should adhere to the people-oriented “career guidance” concept, the value of the higher vocational colleges to meet the learners demands and economic and social development needs as the core target, higher vocational colleges through the professional group of multi-party cooperative dynamic construction, promote the learners’ career ability and the cultivation of the ability to migrate. Under the guidance of career, the construction of professional groups in higher vocational colleges is to serve the career development of higher vocational college learners through the dynamic construction of professional groups with the people-oriented training concept and the goal of cultivating the career ability of college students (Wang 2011; Guo and Zhou 2018; Wu and Guo 2018; Qu and Zhou 2009; Qu 1999, 2012, 2014). At present, the construction of professional groups in higher vocational colleges is not only isolated from the work of recruitment and employment departments in higher vocational colleges, but also separated from the work of government, enterprises and industries outside higher vocational colleges. Therefore, the construction of professional groups is in the static situation of “going it alone” in higher vocational colleges, which cannot timely reflect the changes of industrial demand and employment market, thus affecting the quality of talent cultivation and adaptability to positions. The root cause of “time-delay effect” and “isolated island phenomenon” in the “double-linkage” mechanism of higher vocational education is that the linkage mechanism between the external talent supply and demand information and the internal talent training information transmission and feedback has not been formed. The construction of external talent supply and demand information and internal talent training information transmission and feedback mechanism based on vocational college students’ career tracking platform has become the starting point and breakthrough point to reduce the “time lag effect”, eliminate the “island phenomenon” and promote the “double linkage” development of higher vocational education. As a result, this article is based on “Internet +” development platform for the students in vocational college career track, by promoting the higher vocational education inside

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and outside the “double linkage mechanism, the formation of students, higher vocational colleges, government agencies, people club department, industry enterprise collaborative participation, mutual benefit and win–win, operation mechanism, and service the whole process of student career development. Tracking platform based on career, through the cloud computing and big data technology classification, clustering, correlation and prediction analysis function, so that they can for the higher vocational colleges of professional group of construction to provide the most reliable and most direct, the most timely information of career development, and based on the Shared information resources and building and decision support, from the early stage of the “dynamism” of the professional structure layout adjustment, the middle of the “wisdom” of talent training mode reform and late “lifelong” three aspects such as career development services to leading the professional group of construction in higher vocational colleges, in order to improve the quality of talent cultivation of higher vocational colleges, And to serve the career development of graduates in vocational colleges.

6.6 The Value Orientation of Professional Group in Local Vocational Colleges The so-called value orientation refers to the tendentiousness of the value of things, while the value orientation of the construction of professional groups in higher vocational colleges is the value idea of the construction of professional groups in higher vocational colleges. It is not only the starting point of the construction of professional groups in higher vocational colleges, but also the concrete embodiment of the value orientation of higher vocational education. This paper analyzes the historical evolution of the value orientation of vocational education to understand the root of the misunderstanding of current employment orientation. Therefore, this paper discusses the essential attributes of vocational education in the knowledge society by analyzing the realistic disputes on the essential attributes of vocational education from the perspectives of sociology and pedagogy. In the history of educational development, there are two different educational values: individual-oriented theory and social-oriented theory, which emphasize individual development and social development respectively, and then determine the educational purpose and carry out educational activities based on the internal needs of individuals and the external needs of the society. And vocational education as a type of education, personal standard and social standard also exists two kinds of value orientation, personal standard vocational education personnel training target should be based on personal value as the center, that educators should to customize the needs of the development and perfection itself to construct training activities, social standard emphasizes the talents training goal of vocational education should be centered on social value, that educators should according to the technological upgrading, industry development and the

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social professional post dynamic development need to construct the training activities. This section firstly combs the historical evolution of the value orientation of vocational education in the era of agricultural society, industrial society and knowledge society, and then interprets the misunderstanding of employment orientation of vocational education in China. The history of vocational education is the history of human efforts to learn how to work. Therefore, the history of vocational education can be regarded as the development history of human productive labor process, while the value orientation of vocational education evolves with the development of human productive labor history. According to the widely accepted theory of social change, human society can be divided into three stages: agricultural society, industrial society and knowledge society. Therefore, through analyzing and sorting out the historical evolution, it can be seen that the value orientation of vocational education has experienced the evolution of promoting individual survival and class mobility, meeting the needs of national industrial development, and finally returning to serving the development of individual career (Wang 2011; Guo and Zhou 2018; Wu and Guo 2018; Qu and Zhou 2009; Qu 1999, 2012, 2014). Agricultural Society—Promoting Individual Survival and Class Mobility. With the increasing improvement of agricultural productivity and the professional development of social division of labor, the form of vocational education has undergone the evolution from skill teaching to apprenticeship, and its relationship with general education has also undergone the stage from integration to separation. In the early period of agricultural society, the purpose of vocational education was mainly to impart various survival knowledge and skills to the young by the elderly. At this time, vocational education and general education were integrated, including both skill learning and personality cultivation. At this time, the education and purpose of vocational education began to gradually strengthen, mainly through the joint participation in the labor process to achieve the transfer of knowledge and skills, so as to promote a better personal survival and life. For example, in ancient China, agricultural science and technology was promoted through educational activities of “persuading farmers to learn mulberry”, which became an important content of social education in successive dynasties. With the development of social economy, the continued development of agriculture at the same time, workshop handicraft industry also began to appear and gradually expand the scale, alone have difficult to meet the production requirements, the form of the resulting in the west of apprenticeships and apprentice training system in China, vocational education and ordinary education began to drift apart at this time. In the west, strengthening technology for the spread of informal education mainly apprenticeship system, recruit first appeared in the adopted son of personal contractual apprenticeship, with the creation of the chamber of commerce and handicraft industry association, industry apprenticeships began to appear, according to a regulation has a fixed number of years of the apprentice relationship, training condition and legal contracts for skill, professional, or skills training. In the history of China, handicraft workers were trained mainly through the formation of a training system of apprentices suitable for the development of the Tang Dynasty and handicraft industry, which was widely distributed in palace workshops

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and official workshops. The vocational education in ancient agricultural society had a distinct value orientation of individual standard, that is, it promoted the orientation of individual survival and class mobility. The livelihood value of vocational education in agricultural society is prominent, and it has become a means for individuals to make a living and make a life. It mainly realizes the imparting of knowledge and skills through joint participation in the labor process, and thus can promote the better survival and life of individuals. Industrial Society—Meeting the Needs of National Industrial Development. With the progress of science and technology and the industrial revolution, a large number of new industries have emerged and promoted the further development of social division of labor, thus putting forward higher requirements for the quantity and quality of employees. Therefore, governments around the world took over vocational education one after another and established special institutions and promulgated relevant laws to support the development of vocational education. Formal vocational education schools began to appear and gradually formed a systematic vocational education system. With the progress of The Renaissance and religious reform and the development of commodity economy, the intensification of the technological differentiation of handicraft industry and the diversification of handicraft products gave birth to the capitalist handicraft factory, and the economic life began to change from the agriculture-oriented economy to the mercantilist economy. Therefore, the principle of maintaining livelihood of the guild was gradually replaced by the principle of pursuing profits. The relationship between apprentices gradually changed from a relationship of respecting each other’s personality to an employment relationship. The apprenticeship only facilitated the factory owners’ demand for a large amount of cheap labor, and the conflicts between apprentices increased. At this point, the state intervention of apprenticeships and secular schools of strength enhancement, has paved the way for the formal vocational schools appear, such as Britain’s “poor law” opens the country general tax set precedent, then forms of vocational education have guild at the guild or private school, church and Sunday school of vocational and technical training, teaching content gradually started by manual operation to the calculation, drawing, mechanical, measurement and management on the basis of the scientific knowledge of technical training. However, after the eighteenth century, with the three industrial revolutions, the mode of production organization in human society has undergone fundamental changes, which further greatly changed the main body, content and form of vocational education. The invention and application of steam engine in the first industrial Revolution made the traditional handicraft operation no longer meet the requirements of social development. Vocational education began to train industrial workers in textile, coal mining, manufacturing and other industries. The popularization and application of electric power technology in the second industrial revolution greatly improved the labor production efficiency and brought up a large number of new industrial workers. The third Industrial Revolution, marked by the widespread application of modern technologies such as information technology and biotechnology, has promoted emerging industries such as bioengineering and

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electronic information industry as well as a large number of emerging industries (Wang 2011; Guo and Zhou 2018; Wu and Guo 2018). The industrial Revolution had a revolutionary effect on the development of vocational education. In terms of school-running subjects, due to the demand of emerging industries for a large number of industrial skilled workers, the state began to take over and take charge of vocational education, which gradually incorporated vocational education into the public education system and became an important way to serve the national economic and social development and enhance industrial competitiveness. For example, Britain promulgated the Law on Technical Education in 1889 and established the Association of Technical Education, which formally incorporated vocational education into the school system. France established technical education commission in 1863 and began to establish national apprenticeship training schools and promulgated the law of Apprenticeship Training Schools in 1880. The United States established the Association for the Promotion of Industrial Education in 1905 and states established industrial or vocational schools supervised by independent vocational education authorities. On the educational content, due to the industrialized mass production for the number of skilled workers and technical skill levels put forward new requirements, a large number of skilled workers need not only to master the specific operation of machine equipment, also need to grasp the scientific principles behind, at the same time, as the technology progress and science development, the industrial production of the basic principle and operation skills as the research object of modern technology to create, to conduct highquality skilled workers training for vocational education laid a solid foundation. Thus, when industrial mass production became the mainstream of social production mode, government-sponsored vocational schools based on teaching scientific principles, aiming to train and meet the needs of national industrial development, began to emerge, and vocational education was incorporated into the national public education system. Industrial society stage of vocational education has distinct national characteristics of will, on the one hand, the government began to pass legislation and funding to support the development of vocational education, vocational education began to be incorporated into national public education system, on the other hand, vocational education is considered as a tool to promote the development of industrial society, in close around industry development to adjust specialties and content. Due to the vocational education for the promotion of world economic development and national industrialization and the obvious role in promoting, and vocational education has become in the service of national economic and social development, to provide the tools of industrial competitiveness, the government began to take over the vocational education and become the main body of running, through funding and enact laws to support the development of vocational education, gradually establish a normal modern vocational education system (Wang 2011; Guo and Zhou 2018; Wu and Guo 2018; Qu and Zhou 2009; Qu 1999, 2012, 2014). Knowledge Society—Serving Individual Career Development. In modern society, we can see from the theoretical viewpoint and policy making of vocational education that the value focus of vocational education has begun to evolve from social benefits

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to individual development. Take the United States as an example. In the industrial society, vocational education was regarded as the education of skills and crafts, which could provide a large number of industrial workers for the country’s industrialization. Therefore, the research on vocational education at this stage examines the social function of vocational education from the perspective of social efficiency, among which, represented by Sneddon, the purpose of vocational education is to promote the development of society by training qualified industrial workers. The concept of vocational education based on the concept of social benefit has been the guiding ideology of American vocational education for a long time and contributed to the generation of Smith Hughes Act. With the progress of science and technology, the production mode of improvement and evolution of vocational structure, quality and quantity of emerging industry practitioners have produced new requirements, at the same time, the education and lifelong education democratization movement intensified, this time, the vocational education gradually by priority service to achieve the goals of national strategy to individual employment and continue to the new orientation of learning objectives. Dewey believed that “there is a danger of interpreting vocational education in theory and practice as technical education, as a means of gaining the technical efficiency of future specialized professions”. Dewey believed that under the view of social efficiency, vocational education is only technical training for specific jobs, ignoring the development of human beings, which is an anti-democratic educational concept. As the occupational structure evolves to be mobile, advanced and comprehensive, the requirements for technical skills of practitioners in the knowledge society are gradually decreasing, while higher requirements are put forward for self-learning ability and teamwork ability. Thus, “vocational education programs should be culturally and broadly based to improve adaptability, broaden employment opportunities, and enhance educational and vocational initiative”. After the concept of social efficiency of vocational education, which emphasizes too much on economic benefits, has been questioned gradually, the intrinsic value of vocational education has been paid more and more attention, which is reflected in the evolution of vocational education policy. The vocational education law in 1963 that the United States to participate in vocational education group to further expand, vulnerable groups of vocational education got more respect, vocational education become one of the tools to promote social equality, at the same time, to get ready for work, and make a living and to promote the individual adapt to the living environment of the livelihood education began running, but it is designed to promote general education and vocational education, starting with professional ability development as the core of the new education system. The Perkins Career and Technical Education Act of 1998 changed vocational and technical education into career and technical education, providing individuals with continuous knowledge, learning and skills, and making it clear that academic and technical progress of vocational education students is of equal importance. With human into the knowledge society, knowledge economy is creating new knowledge-based professional and work group, and practitioners need to knowledge, they work at the core of the characteristics of knowledge creation and the control, is not a simple material production or commercial services, but to use knowledge to design, innovation and efficient production and upgrading products. Therefore,

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in 2012, the US government issued “Investing in America’s Future: A Blueprint for The Transformation of Career Technical Education”, which believed that vocational education should not only promote the development of students’ technical skills, but also enhance the development of their academic and employment skills to promote their career success. Therefore, the skill view of vocational education begins to transition from behaviorism-oriented task-skill view and interims-oriented key ability view to constructivist integrated ability view. Behaviorism-oriented view of task skills simply emphasizes the operability of task skills and only emphasizes the training of skills, while holistic-oriented view of key abilities overemphasizes the integrity and ignores the practical training of task skills required by specific positions. Under the concept of integrated ability, the ability of career has included not only for the specific job knowledge and skills, but the integrated embodiment of its various ability, they have in addition to including application of professional knowledge and professional skills to solve practical problems, the ability to perform the job, also pay attention to continuously acquire new information and update their own the ability of knowledge and skills, and work with the interpersonal communication skills and team cooperation ability. Therefore, career competence is not oriented to specific positions, but serves the entire career of learners (Wang 2011; Guo and Zhou 2018; Wu and Guo 2018; Qu and Zhou 2009; Qu 1999, 2012, 2014). Thus, “the value orientation of modern vocational education is from the single technical training of job orientation to the shaping of well-rounded professionals”. Career is the way people exist, so people’s development is closely related to their career. In knowledge society, with advances in technology and the transformation of the mode of production, the profession began to by dissecting the flattening organization structure change, from the knowledge and skills on the comprehensive and complex operation level put forward higher requirements for the practitioners, professional post to flow, the fundamentals and integrated structure, and general knowledge and skills of practitioners and geared to the needs of specific job knowledge and skills are put forward higher requirements. Therefore, the combination of technological progress and globalization makes the career of practitioners more and more uncertain and requires practitioners to continuously learn to improve and expand their professional abilities. Therefore, vocational education gradually turns to serve learners’ career development and is incorporated into the lifelong vocational education system. By carding the historical evolution of the vocational education value orientation, you can see that after the current misunderstanding of “employment guidance” is rooted in the “social standard” of vocational education under the background of misreading, believed that “professional education” is the “vocational education”, vocational education should take the labor market demand as the goal, only then from professional setting, teaching content and teaching evaluation are closely around the “employment”. In fact, from the perspective of the relationship between employment education and vocational education, employment is originally one of the functions of vocational education, but employment is not the only function of vocational education. Therefore, vocational education includes employment education rather than all of them. In essence, the employment orientation of higher vocational education is

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the economic function of higher vocational education. However, the practical understanding regards this economic function as the only function of higher vocational education, and it is exaggerated to think that the employment function of higher vocational education can solve the problem of “structural employment difficulty”. Higher vocational education has many functions. From the perspective of economic function, vocational education can cultivate high-quality technical talents to meet the needs of economic and social development. Vocational education, however, was essentially is a kind of cultivate people’s activities, the current vocational education has entered into service for the learners’ career development stage, as a result, too much attention to vocational education economic function, the utility of “employment” as the central task of vocational education and ignored the “student” the fundamental purpose. Higher vocational education is both “higher” and “vocational”. Under the misreading of “employment orientation”, “vocational” is overemphasized and then becomes the baton for the development of higher vocational colleges, and the core task of running schools is to train “technical personnel” and improve “employment rate”, while “higher” is gradually lost. Technology itself is only a tool, a means to promote the all-round development of people, should not be interpreted as the whole goal of higher vocational education (Wang 2011; Guo and Zhou 2018; Wu and Guo 2018; Qu and Zhou 2009). The value orientation of professional group construction embodies the talent cultivation idea of vocational education, and its theoretical origin lies in the understanding of the essential attribute of vocational education. Therefore, only by deeply understanding the essential attributes of vocational education can we correctly grasp the value orientation of the construction of professional groups in vocational colleges. “The attribute of vocational education refers to the characteristics and characteristics of vocational education, while the essential attribute of vocational education refers to the attribute that it must possess and is distinguished from other kinds of education”. Thus, based on the existing from two perspectives of sociology, pedagogy to discuss on the basis of the vocational education essential attribute, through analysis of vocational education from “training” to the historical evolution of the “educational”, think that vocational education in the knowledge society has entered the service to learners’ career development stage, therefore, vocational education should be the essential attribute of career guidance. Career-oriented vocational education should be oriented to learners’ career, aiming at forming career-oriented ability to train technical talents. The career orientation of vocational education can effectively integrate the value orientation of “individual standard” and “social standard”, and then unify it to serve students’ career development. Occupation is derived from social division of labor, the carrier of occupation is human, occupation determines vocational education, vocational education should be centered on occupation, its goal is to enable learners to enter the corresponding occupation in the work system. In the structure of occupation composition, the occupation with technical skills is the most closely related to vocational education. With the progress of technology and the transformation of industrial structure, the vocational structure of technical skills also began to upgrade, which became the driving force for vocational education to move up in the overall education system, and also determined the professional setting and content

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setting of vocational education to a large extent. In sociology, the career was seen as the status of social organizations, such as the American scholar Taylor will become a model of professional interpreted as a set of people related to the work experience in special relationship and promote the development of professional structure and the appearance of professional ideology, Japanese scholars tail help males think high, professional is a kind of social division of labor or social role continues to appear, as a result, the profession is made up of place and position two parts content. In psychology, tend to be from the perspective of the individual, the career as a personal life, work and experience, namely “transcend individual life experience”, such as the occupational psychologist. The existing research understand the concept of occupation from the perspectives of economics, sociology, psychology and so on, thus contributing to a deeper understanding of the connotation of occupation. First, career can bring a reasonable remuneration for practitioners, which can satisfy the material needs of life, at the same time, professional for practitioners to give certain social roles, which in turn can be formed the organization of social status, and the professional can provide practitioners with self-value realization platform, which can meet the needs of its fulfillment. It can be seen that, under the premise of modern society, occupation means to make a living, social role and the road to self-realization (Wang 2011; Guo and Zhou 2018; Wu and Guo 2018; Qu and Zhou 2009; Qu 1999, 2012, 2014). Occupation is derived from social division of labor, the carrier of occupation is human, occupation determines vocational education, vocational education should be centered on occupation, its goal is to enable learners to enter the corresponding occupation in the work system. First of all, from the perspective of the history of human development, its different levels have different development stage of social division of labor, leading to the vocational education in the form of difference, at the same time, from the perspective of the structure of professional itself, professional itself is of types and levels, and based on the perspective of education science professional education, the training of talents is not geared to the needs of all classes, but mainly oriented to directly engaged in production, exchange, or service personnel. In the structure of occupation composition, the occupation with technical skills is the most closely related to vocational education. With the progress of technology and the transformation of industrial structure, the vocational structure of technical skills has also been upgraded. Strict vocational system, clear vocational standards and complex vocational links have become the prominent characteristics of technical skills and have also become the driving force for vocational education to move up in the whole education system. In the agricultural society, because of low social productivity, social production form mainly agriculture, hunting, and family handicraft industry, the form of vocational education is mainly a father and son inherited family apprenticeship, learning is the main content of survival knowledge and skills, skills taught in the educational purpose and is not strong, and mainly through the common labor in the labor process, forms of vocational education at this time are just a personal habit. And with the emergence of handicraft industry and its scale expands unceasingly, father and son inherited forms have been unable to meet the needs of production, the skill of

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the object is beyond the family, by recruiting to maintain its adopted son, and for the development of formal contractual relationship, and through the contract governing the rights and obligations of both sides of teacher and pupil, craftsmen training such as ancient Greece, ancient Rome’s apprentice contract, ancient Egypt apprentice contract, this time to teach skills including textile, while the iron is hot, shorthand, legislation, sculpture, glass manufacturing, lawyers, doctors, etc., basically covers all the manual on the social skills. With the expansion of trade and markets, and the fragmentation of the craft trade, came the formation of guild apprenticeships, in which the trade and craft guilds protected their members and trained them (Wang 2011; Guo and Zhou 2018; Wu and Guo 2018). With the development of the three industrial revolutions, the mode of production organization in human society has undergone fundamental changes, which further makes the main body, content and form of vocational education undergo significant changes. The invention and application of steam engine in the first industrial Revolution made the traditional handicraft operation no longer meet the requirements of social development. Vocational education began to train industrial workers in textile, coal mining, manufacturing and other industries. The popularization and application of electric power technology in the second industrial revolution greatly improved the labor production efficiency and brought up a large number of new industrial workers. The third Industrial Revolution, marked by the widespread application of modern technologies such as information technology and biotechnology, has promoted emerging industries such as bioengineering and electronic information industry as well as a large number of emerging industries. The industrial Revolution had a revolutionary effect on the development of vocational education. In terms of school-running subjects, the state began to take over and take charge of vocational education due to the demand for a large number of industrial skilled workers from the development of new industries. Therefore, when industrial mass production became the mainstream of social production mode, government-sponsored vocational schools based on teaching scientific principles, which were designed to cultivate and meet the needs of national industrial development, began to emerge, and vocational education was incorporated into the national public education system. With the development of mankind into the knowledge society, the level of social productive forces and the way of labor organization are undergoing great changes, which have a profound impact on the development concept of vocational education. In knowledge society, information and automation technology is becoming more and more widely used, the complexity and precision technology development is increasing day by day, more scientific and theoretical as its characteristic, its application scope is started from the traditional manufacturing sector to the management services in the areas of development, and thus promote vocational structure from labor-intensive to technology-intensive and knowledge-intensive transition. At the same time, with the development of globalization, the social division of labor began to develop toward international division of labor, and the reform of social production organization was further deepened. Therefore, the combination of technological progress and globalization makes the career of practitioners more and more uncertain and requires practitioners to continuously

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learn to improve and expand their professional abilities (Wang 2011; Guo and Zhou 2018; Wu and Guo 2018). Therefore, under the background of knowledge society, career become people personalized way of being, and in the face of technological progress and the evolution of the social division of labor, vocational education should not only the learner’s employment service for the first time, more should cultivate the comprehensive vocational ability to deal with the need of occupational mobility and transferred, which constantly adapt to the development of professional ability of, access to career development. Therefore, vocational education gradually turns to serve learners’ career development and is incorporated into the lifelong vocational education system. “Education is the education of people’s soul”, and vocational education is no longer the training ground for “technical people” and “professional people”. Some students choose vocational education for the purpose of “education” preparation for their own career development, rather than “training” preparation for an enterprise. In this way, the traditional “training” vocational education into the real sense of “educational” vocational education. Knowledge society is a new kind of social form, based on the knowledge value, on the basis of reviewing and depth of application and with the knowledge of the human resources constitute the main body for the society, to learn, transmitting, and using the operation mechanism, creating and sharing knowledge, to rationalize the social knowledge resources configuration, and the social efficiency to maximize the development of knowledge, and then push the speed up the development of social economy and culture. Knowledge as “a basic resource in knowledge society, will become the center of the” social “and” the basis of economic and social behavior, and become the core force of promoting social progress, characterized by integration of the knowledge economy, knowledge, lifelong learning and knowledge class characteristics, its value has replaced the capital in economic life and become the core elements, resources and labor force, make the knowledge of possession and allocation, communication, production, distribution, and consumption become basic activities of economy, and constitute the new forms of knowledge economy. With the rapid changes in the number and structure of occupations brought by the knowledge economy, knowledge learning is no longer a need for life and survival at a certain stage but has evolved into a lifelong need. In knowledge society, the axis of “social class is based on knowledge”, the dominant social class held by industrial society of capitalist production resources and capital to create knowledge and application knowledge of scientists, technicians and other intellectuals, “their knowledge, experience and feeling has become the most important means of production, and these methods have been inextricably integration with Labor itself”. From the industrial society into the knowledge society, social occupation is also constantly evolving. The first industrial Revolution made large factories powered by steam engines gradually replace traditional manual factories. When energy revolution was combined with emerging engineering science, it promoted the emergence of professional practical science and engineers, and the work became more specialized, differentiated and hierarchical. During the second industrial Revolution, engineers redesigned the production process and integrated employees into the production

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line, which deprived workers of autonomy and made them as replaceable as the parts they created. In knowledge societies, the opposite trend is seen, from hierarchical structure, interchangeability and general skills, to horizontal collaboration and the restoration of more specialized skills. In knowledge society in the world of work, fundamentally changed the industrial organization model, work itself, should be seen as a way of self-development, and not just a means of earning a living, the evolution of its social professional embodied in a professional organization structure change, professional personnel to the transition of the psychological contract and the change of the structure and property of the jobs. The transformation of occupational organization structure from bureaucracy to flattening. In response to the high level of competition in the global market, many organizations have undergone major changes in their internal structure. The hierarchical (hierarchical) structure emphasizing stability and predictability practiced since the second half of the twentieth century has become flatter and more decentralized. As industrial management by dissecting the mode to the flexible management mode transformation, on the specific mode of production, from single function type of assembly line production operation gradually evolved into a variety of technology integration of comprehensive workshop or production line, as a result, from the level of knowledge and skills on the comprehensive and complex operation level put forward higher requirements for the practitioners (Wang 2011; Guo and Zhou 2018; Wu and Guo 2018; Qu and Zhou 2009; Qu 1999, 2012, 2014). The change of psychological contract of professional personnel from relational contract to transactional contract. In the context of employment, a psychological contract is an unspoken contract that specifies what contributions employees should make to the organization and how much they should be paid in return. In the traditional “relationship contracts” up to the 1980s, employees achieved satisfactory performance and loyalty to the organization in order to obtain job security, usually long-term contracts with a high degree of commitment to the roles of employees and employers. With flexible work environments, many organizations are adopting shorter, performance-based, transactional contracts in which employees expect to take on new tasks and are willing to learn new skills to suit the needs of the organization, and the organization only needs to provide courses for employees to improve their professional competence. The professional post structure is changing to be mobile, advanced and comprehensive. New high-tech jobs are created, and lowskilled ones are disappearing, creating what is known as a “job stirrer”. The job stirrer, as a technology-driven process, brings with it new but unpredictable choices that lead to a career shift towards flexibility and adaptability. At the same time, knowledge economy society, occupational level also is being raised ceaselessly. In the transition from industrial society to knowledge society in the process of industrial structure to start the shift from labor-intensive to knowledge-intensive, technologyintensive, present from “industrial economy” to “service economy” is the general trend of transition, make professional structure of physical labor mental labor and reduce, increase, post content and scope of the general trend of gradual integration. As a matter of fact, knowledge society is a learning society based on the generation of knowledge economy, which also requires the transformation from traditional

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school education to lifelong education. Therefore, as a part of school education, vocational education is bound to become a part of lifelong education system. A career is a way of being because one’s career is closely related to one’s own development. Therefore, vocational education should pay attention to the comprehensive and sustainable development of everyone. Along with the knowledge of social instability, social division of labor and occupational structure under people’s occupation flow will become the norm in his career, so vocational education should be learners transform professional and respond to the economic and social transformation in the life of career services, make the training objectives of vocational education, education level, teaching means and teaching management mode on the basis of the traditional agricultural society and industrial society important change, and should present a distinct “career guidance”. The “career orientation” of vocational education is the occupation of technical skills rather than all occupations. “Career orientation” means that vocational education should focus on the whole career of students and train technical talents with the goal of forming career ability. The view of career competence has also undergone the evolution from behaviorism-oriented task-skill view, integrationist oriented key competence view to constructivist oriented integrative competence view. In the middle of the industrial society, the rising popularity of ford type assembly line production mode to industrial workers skills proficiency put forward higher requirements, therefore, vocational education in order to meet the needs of the social skills of industrial workers, under the guidance of behaviorism psychology will face the comprehensive ability in the position of the original into a series of specific task skills training, has formed by concrete, isolated operation skills as the core task of guiding the behavior of the socialist concept of skills. Late in the industrial society, along with the rise of fine production management mode, on the specific mode of production start from single function type of assembly line production gradually evolved into a variety of technology integration of comprehensive workshop or production line, thus for enterprise post personnel to ask for the knowledge and skills, so vocational education experts put forward the integration of key of the socialist orientation ability. The constructivist view of integrated vocational competence is to construct a three-dimensional spatial structure framework for competence based on specific work situation on the basis of integrating the holistic-oriented view of key competence and behaviorism-oriented view of task and skill. Career competence includes technical skills, academic skills and employment skills, which are the external manifestation, internal motivation and guarantee of vocational skills respectively. Technical skills refer to the ability to use professional knowledge and skills to solve practical problems and complete tasks. Academic skills refer to the ability to constantly acquire new information and update their knowledge and skills with the progress of science and technology. Employable skills are referred to as employable skills, which refer to interpersonal communication, teamwork and other abilities in work (Wang 2011; Guo and Zhou 2018; Qu 1999, 2014). In the realistic development of vocational education in China, there has always been a contradiction between individual standard and social standard. Personal standard view argues that vocational education personnel training target should be

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centered on personal value, think the vocational education should be to customize the needs of the development and perfection itself to construct training activities, social standard view emphasizes the talents training goal of vocational education should be centered on social value, advocated vocational education should be according to the technological upgrading, industrial development, professional post dynamic social development need to construct the training activities. Focusing solely on the social standard will neglect the cultivation of students’ individual development and career ability, while focusing too much on the individual standard will ignore the common norms of the society and the social mission of the individual. There have been attempts in history to teach a one-way choice between society and the individual that have proved to be a lesson. And career guidance of vocational education, cultivating uphold the people-oriented concept, to cultivate constructivism-oriented integration ability under the concept of career ability as the goal, and pay attention to personal development while responding to the needs of society to the greatest extent, therefore, career guidance can effectively fusion “individualism” and “social standard” value orientation, and unified the student’s career development (Wang 2011; Guo and Zhou 2018; Wu and Guo 2018; Qu and Zhou 2009; Qu 1999, 2012, 2014).

References Guo J, Zhou Z (2018) Organizational learning, organizational defense and error-correcting ability of higher vocational demonstration school—based on the case study of higher vocational demonstration school C. Univ Educ Manag 12(2):55–65 Qu J (1999) Durkheim’s legacy: modern society and its possibility. Sociol Res 19(1):31–51 Qu J (2012) Project system: a new state governance system. Soc Sci China 20(5):113–130 Qu J (2014) Professional ethics and citizen morality—Durkheim’s new construction of the relationship between state and society. Sociol Res 20(4):110–131 Qu J, Zhou F (2009) From total domination to technical governance: a sociological analysis based on 30 years’ reform experience in China. Social Sci China 20(6):104–127 (Ying Xing) Wang X (2011) Reflections on the political economy of technology based on Marxist labor process theory. Society 31(1):200–222 Wu H, Guo J (2018) Local universities in higher education stratification system: dilemma, advantage and way out—based on the survey data of national undergraduate students. China High Educ Res 20(2):75–82

Chapter 7

The Educational Development of Professional Groups in Vocational Colleges

This chapter concentrates on exploring the overview of the professional groups in the vocational colleges. The implementation path of specialty group construction is the specific operation method in the practice of specialty group construction. The construction of professional groups in higher vocational colleges under the logic of career orientation and “double linkage” is to provide the decision-making basis for the dynamic construction of professional groups by combining the internal linkage and external linkage of higher vocational colleges and promoting the connection between “talent supply and demand information” and “personal career information” of technical and technical talents. However, career guidance in higher vocational colleges under the construction of the professional group of “double linkage” problems in the operation of the logic in the real part of disconnect with rail, show the external linkage “lag effect” with the internal linkage of the phenomenon of “isolated island”, the root cause for higher vocational colleges of internal and external talent supply and demand information and personal career information communication channel not free, lack of synergy mechanism, lack of scientific decision-making.

7.1 Introduction Under the background of “Internet +”, based on cloud computing, big data technology and network technology, construction of higher vocational college students career track platform, through the internal and the department of education in higher vocational colleges, people club department, unit of choose and employ persons, industry association, the connectivity and data sharing between forming multilateral collaborative participating in the development of the higher vocational college students career information transmission and feedback mechanism, and then from the early stage of the dynamic adjusting structure layout, the wisdom of the talent training mode reform, mid late three aspects such as lifelong career development services to leading the professional group of dynamic construction in higher vocational colleges. © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2021 J. Li, New Directions of Local Higher Education Policy, Exploring Education Policy in a Globalized World: Concepts, Contexts, and Practices, https://doi.org/10.1007/978-981-16-4438-2_7

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In order to improve the quality of personnel training in higher vocational colleges to serve the career development of vocational college graduates.

7.2 The Career-Oriented “Double Linkage” Logic Operation Analysis The construction of professional groups in higher vocational colleges under the guidance of career is how to combine the construction of professional groups in higher vocational colleges with the development of students’ career. Its essence is to provide the basis for the dynamic construction of professional groups through the connection of “talent supply and demand information” and “personal career information” of technical and technical talents. The “double linkage” logic of the construction of professional groups in higher vocational colleges is helpful to realize the co-construction, sharing and feedback of the supply and demand of technical talents and career information. However, higher vocational colleges of the construction of the professional group of “double linkage” problems in the operation of the logic in the real part of disconnect with rail, show the “external” linkage “lag effect” and “internal linkage” phenomenon of “isolated island”, the root cause for higher vocational colleges of internal and external talent supply and demand information and personal career information communication channel not free, lack of synergy mechanism, lack of scientific decision-making. Under the background of “Internet +”, vocational education presents a new ecology characterized by user center, Internet of everything, intelligent talent training and deep application of big data. Thus, under the background of “Internet +”, based on cloud computing, big data technology and network technology to build higher vocational college students career track platform, forming tracking platform based on career, multilateral collaborative participation, big data decision support under the career guidance of vocational colleges professional group of building “double linkage” implementation of the path, and then for higher vocational colleges professional group of construction to provide the most reliable and most direct, the most scientific and dynamic construction basis. Construction career guidance in higher vocational colleges under the professional group, is holding the cultivation of the people-oriented concept, aiming at training students’ career ability, through professional group of dynamic construction for higher vocational college students’ career development services, namely the career guidance in higher vocational colleges under the professional group of construction, construction of higher vocational colleges is how to get the professional group of combined with students’ career development. Higher vocational colleges specialty group of construction including the structural layout, the construction of curriculum system, training system, training mode reform, teachers design elements such as form, organization mechanism, the essence of which is of higher vocational education professional structure, talent market employment structure and industrial structure between social economy “talent supply and demand

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information” reaction in the process of talents training in higher vocational colleges. Students’ career development includes the whole process of their career development, including voluntary registration, academic monitoring, career guidance, employment tracking, unemployment warning, qualification certification, etc., which is essentially “personal career information” including enrollment information, training information and employment information. Therefore, the essence of professional groups in higher vocational colleges under the guidance of career path is to provide decision basis for the dynamic construction of professional groups through the connection of “talent supply and demand information” and “personal career information” of technical and technical talents (Lin and Wang 2013; Wang 2016; Song and Liu 2017; Li and Zhang 2011; Guan and Shi 2011; Chen 2008, 2011a, b, 2016; Du 2002). Mechanism of higher vocational education is a self-reference run since the creation of the system, and the external social relationship is a kind of active adaptation, and presents the autonomy, self-sustaining structure decision and accordingly with the external environment of the dynamic structure of the coupling characteristics of the behind of the operation mechanism of self-reference is “double” of higher vocational education inside and outside development logic. The construction of professional groups in higher vocational colleges is the product of the combination of economic and social demand for talents and the internal development of higher vocational colleges. It is the only way for higher vocational education to serve the economic, social and individual development. The essence of the “double linkage” logic of the construction of professional groups in higher vocational colleges is to reduce the complexity of the demand for technical and technical talents in the economic and social development by the complexity of the training of professional groups in higher vocational colleges. Technical skills of the complexity of the talent demand is determined by the external linkage of higher vocational education, higher vocational colleges through with education department, unit of choose and employ persons, people club department linkage to integrate vocational colleges professional structure and employment structure in talent market and social economy industrial structure between talent supply and demand information, and technology skills talent supply and demand information through to “promote the career development of the people” this “outline”, to “professional people/organization with people” “codes”, thus forming a technical skill talented person’s demand goal; Technical skills of the complexity of the talents cultivation is determined by the internal linkage of vocational education, higher vocational colleges through internal admissions departments, educational departments, the linkage of the employment sectors to integrate campus power focused on the professional group of construction of higher vocational education, through the student career oriented, to form career ability as the goal, to guide the cultivation of the professional group of construction scheme, curriculum design, etc., and then promote the career development of students, improve the quality of the supply of technical skills talents. Accordingly, career guidance for the construction of higher vocational specialty group of “double linkage” logic, namely, by higher vocational colleges and education department, unit of choose and employ persons, people club department and other external linkage and vocational colleges admissions department, education department, combining the internal linkage between

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the employment sectors, through technical skill talented person “talent supply and demand information” and “personal” career information comprehensive docking, and provide decision basis for professional group of dynamic construction, and eventually the career development services to the students. However, career guidance in higher vocational colleges under the professional group of building double linkage mechanism in the real operation in a certain degree of disconnect with rail, embodied in the development of people-oriented concept has not been firmly established, and the integration of production and education cooperation training mechanism has not yet formed, higher vocational colleges professional structure and weak aptness scale and industrial development, the type and level of talent training and poor adaptability were market demand. The operation dilemma of the “double linkage” mechanism of the professional group construction in vocational colleges under the career guidance can be represented as the “time delay effect” of the “external linkage” and the isolated island phenomenon of the “internal linkage” (Lin and Wang 2013; Wang 2016; Song and Liu 2017; Chen 2011a, b; Du 2002). In professional structure, employment structure and industrial structure composed of external linkage, the talent supply and demand information there is a certain degree of “lag effect”, one is between the employment structure and professional structure of information transmission delay, including adjusting specialty structure in higher vocational colleges decision lag, the formation of professional structural adjustment to the new structure of talent supply delay and worker retraining to the formation of new employment structure lag, the second is information transfer between industry structure and employment agencies of delay, including industrial structure adjustment time delay, transmission delay between the industrial structure to the employment structure, workers of employment structure changes to learn and the reaction time delay and so on. While in college enrollment, educational administration departments, employment department of “internal linkage” students career information also has a certain degree of phenomenon of “isolated island”, due to the influence of the traditional planned economy model, internal recruitment, training and employment of colleges and universities work link is in a state of tiao-kuia isolation, lonesome, only responsible for the recruitment of students department admission to the freshman, less consider professional related to whether the students’ vocational interest, professional teaching resource allocation is reasonable; The educational administration department is only responsible for the implementation of training according to the teaching outline and teaching plan of each major, and seldom considers how to adapt to social needs and improve students’ employability. The employment department is only responsible for promoting students to increase employment rate, with little consideration given to students’ training process, employment quality and professional compatibility. It is because of the “lag effect” and the existence of the phenomenon of “isolated island”, make social developing talent supply and demand information cannot be timely and effective feedback to the inside of the higher vocational education personnel training system, at the same time, the higher vocational education has yet to form internal linkage cooperative education mechanism to actively respond to the external demand, which in turn makes the talent cultivation of higher vocational education with serious social and economic development,

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structural contradictions (Lin and Wang 2013; Wang 2016; Song and Liu 2017; Li and Zhang 2011; Guan and Shi 2011). The “time delay effect” and “isolated island phenomenon” in the operation of the “double-linkage” mechanism of professional group construction in vocational colleges under the career orientation are caused by the lack of communication channels, coordination mechanism and scientific decision-making of the internal and external talent supply and demand information and individual career information. Due to limitations of education management system in our country and the technical constraints, higher vocational colleges with people club department, education department, bull management, information is scattered, between inefficient, internal recruitment of students in higher vocational colleges, teaching and employment sectors such isolation, such as communication problem is outstanding, therefore, in the higher vocational education, the internal and external talent supply and demand information transmission delay, serious and a lot of personal career information island, decision support, the lack of scientific, cross-sector collaborative education mechanism has not yet formed. Therefore, it is the key to reduce the “time lag effect”, eliminate the “island phenomenon”, and promote the sound operation of the “double linkage” mechanism for the construction of professional groups in vocational colleges under the guidance of career. The increasingly mature and widespread application of “Internet +” provides a rare opportunity to solve the above problems. Under the background of “Internet +”, based on cloud computing, big data technology and network technology, higher vocational colleges can be achieved with the department of education, people club department, unit of choose and employ persons, the industry association between connectivity and data sharing, and multi-sectoral cooperation in information transmission and feedback mechanism of students’ career development, higher vocational colleges and professional group of dynamic construction to provide scientific decision basis.

7.3 The Operation Dilemma of “Double Linkage” Under the Background of “Internet +” “Internet +” concept first proposed in 2012, its action plan is seen as an updated version of informatization and industrialization fusion, in the field of different industries and recognized by more and more widely, and are written to the government work report in 2015, and then rise for the national strategy, designed to blend in the Internet society each domain and reshape the social production and lifestyle of the new normal. “Internet Plus” is an industrial revolution triggered by the information revolution. In the era of “Internet +”, “with the emergence of Web2.0 with its core features of decentralization, user-generated content and platform, everyone becomes an independent source of information in the network society”, which leads to the transformation of information transmission mode from centralized transmission mode to point-to-point mode. “Internet Plus” connects not only individual people,

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but also the whole society. Promulgated by the State Council about promoting action guidance for “Internet +”, points out that the “Internet innovation and economic society in various fields of depth fusion, to promote technological progress, improve efficiency and organizational change, and promote the real economy, innovation and productivity to form a wider range of Internet based facilities and innovative elements in economic and social development new form”, therefore, through the real economy and the Internet fusion depth, thus leading the transformation and upgrading of traditional industries to change myself and the era of the revolution. The essence of “Internet +” is innovation-driven. By advocating comprehensive crossborder connection and deep integration between the Internet and various economic and social factors, a new form of society driven by innovation can be formed. The value orientation of “Internet +” is people oriented. With the help of “Internet, cloud computing, big data and other simple tools are rapidly becoming the infrastructure of the whole society”, it promotes the transformation of production and consumption from supply-oriented to demand-oriented, thus promoting the prominence of individual value and the return to the central position. “Internet +” implementation way is open collaboration, and on the Internet as infrastructure, cloud computing, big data technology, in the network, so that they can “decentralization, reduce the information asymmetry, to deconstruct the past organization structure, social structure and the relationship between structure and realize the construction and the relation between the distributed, zero distance connection”, through the economic and social system of open collaboration, and promote its efficiency and organizational change. In the background of “Internet +” education for the fourth time in human history a revolution in education, “fully meet the demand of each person’s learning become the core factor of education reform”, but in the field of education practice, “the school of education practice and the new technology of driving between extremely uncoordinated”, in the concept of learning “unified learning” and “user”, “simplification” and “diversity” of learning resources, learning environment “FengBiHua” and “open” and so on. As the type of education that is most closely related to the economy and society, vocational education faces particularly outstanding challenges. Under the new normal of society constructed by “Internet +”, the integration of industrialization and informatization is accelerated, and traditional industries are transformed and upgraded to “intelligent manufacturing”, thus forming a production mode based on the dynamic perception of consumer demand and a production organization form that relies on the collaboration of the Internet public and changes from standardized production to personalized manufacturing. Thus, in the era of “Internet +”, the human will be from the traditional assembly line machinery and repeated labor liberated and more engaged in creative work, with the rapid advance of “machine substitution”, traditional career post it will have a larger impact, “comprehensive quality and skills, innovation spirit will become the foundation of the competition of the future practitioners". In response to “Internet +” era put forward the new challenge of talent on technical skills, “digital native” growing up in the face of the information age, how to integrate ICT into vocational education personnel training system to deal with “two combination” new challenges, create personalized and

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interactive learning environments, innovative talent training mode, change education management and evaluation methods, is a major realistic problem urgently to be solved in current vocational education development, and promote the modern vocational education reform of the “supply side”, the key to improving the quality of technical skills training (Lin and Wang 2013; Wang 2016; Song and Liu 2017; Li and Zhang 2011; Guan and Shi 2011; Chen 2008, 2011a, b, 2016; Du 2002). “Internet + professional education” is the innovation of the Internet deeply integrated in the whole process of vocational education teaching activities, formed take the student as the center, on the basis of the Internet facilities and driving factors, various stakeholders together to participate in admissions decisions, teaching, training and professional development of vocational education the new normal, and then through “technology and the depth of fusion, of each element of the school system will promote the structural change of school education system, help the school construction as an open system, the formation of innovation talents cultivation mode and adapt to the school culture” of the information age. From the perspective of “Internet +”, the Internet is not only the historical background of vocational education, but also the driving force leading the all-round reform of vocational education based on student development. “Internet + Vocational Education” is user-centered, leading the reform of learner-centered education concept in vocational education, and forming a talent training system that integrates enrollment, training and employment and takes care of students’ individual needs. “Internet + Vocational education” is characterized by the interconnection of everything. It guides the in-depth integration of vocational education, industry and education, and the in-depth cooperation between schools and enterprises. It builds a collaborative education mechanism in which multiple subjects participate in the decision-making of vocational education enrollment, development of training programs, resource construction, internship and training, innovation and entrepreneurship. “Internet + Vocational Education” is based on ubiquitous network and cloud computing technology. By responding to learners’ personalized learning needs, it builds an educational ecology combining ubiquitous and open education environment, interactive teaching mode based on MOOC and flip, online education experience and vocational experience. “Internet + Vocational Education” is characterized by the deep application of big data. It integrates structured and unstructured career development data related to students, such as schools and enterprises, so as to support systematic and comprehensive learning evaluation and application. “Internet + professional education” is based on the Internet infrastructure and innovative elements, with cloud computing, big data and supported in network technology to build intelligent management platform, promote the depth of the information and communication technology into vocational education admissions decision process, personnel training, and career services, forming is characterized by the user center, all interconnected characteristics, with wisdom talents cultivation as the characteristic, the depth of the big data applications as new ecological characteristics of vocational education. The “time delay effect” and the “island phenomenon” in the operation of the “double linkage” mechanism of the professional group construction in higher vocational colleges under the career guidance are rooted in the lack of communication channels,

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coordination mechanism and scientific decision-making of the internal and external talents supply and demand information and personal career information. Therefore, in the “Internet + professional education” system, based on cloud computing, big data technology and network technology to build higher vocational college students career track platform, realize the internal and the department of education in higher vocational colleges, people club department, unit of choose and employ persons, interconnectivity between industry association and the technical skill talent supply and demand information with the student personal career the co-construction and sharing of information, forming tracking platform based on career decision support, multilateral collaborative participation, big data construction of career guidance in higher vocational colleges under the professional group of the implementation of the “double linkage” path, Furthermore, it provides the most reliable, direct and scientific dynamic construction basis for the construction of professional groups in higher vocational colleges (Lin and Wang 2013; Wang 2016; Song and Liu 2017; Chen 2011a, b; Du 2002).

7.4 The Career Tracking Platform Based on “Internet +” Under the background of “Internet +”, based on cloud computing, big data technology and network technology, higher vocational colleges can be achieved with education departments, people club department, unit of choose and employ persons, the industry association between connectivity and data sharing, and many students career development role of information transmission and feedback mechanism, crack in higher vocational colleges in operation of the mechanism of professional group of building “double linkage” “external” linkage “lag effect” and “internal linkage” the plight of the phenomenon of “isolated island”. Under the background of “Internet + vocational education”, the key to the “double-linkage” operation mechanism of professional group construction in career-oriented higher vocational colleges lies in the construction of career tracking platform. Thus, under the background of “Internet +”, from the technical architecture, data structure, function design three aspects development of higher vocational college students career track platform, by promoting internal with the department of education in higher vocational colleges, people club department, unit of choose and employ persons, “double linkage” between industry association, construct multilateral collaborative involvement, big data decision support information transmission and feedback mechanism of students’ career, and then implementation technology skill talent supply and demand information docking with the higher vocational college students’ personal career information, and provide the most reliable for professional group of construction in higher vocational colleges, the most direct, the most scientific and dynamic construction basis. The pursuit of value is the motivation and purpose of human’s practical activities, while the practice of higher vocational education is the existence form of human activities at a higher level, and its value orientation is more important. In the history

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of new China’s higher vocational education has experienced two big value change, at the beginning of the founding of the higher vocational education and the social economy to keep tight coupling, one-sided to meet the needs of economic development, the extreme the instrumental value of education, and in the process of reform of market economy, higher vocational education once closed itself, from the realistic social and economic development, structural contradiction between talent training and social needs. Higher vocational education must solve the contradictions and conflicts between being completely dependent on economic life and being completely divorced from economic life as soon as possible and find a balance between leading social progress and adapting to economic development. Modernization of the current higher vocational education has become a support, promote and lead the important basis for the development of national modernization and the engine, to under 2030 “double” linkage development of China’s higher vocational education must reveal the core concept of “people-oriented”, outstanding promote person’s full scale development education goal, set the idea of learner centered modern education (Lin and Wang 2013; Wang 2016; Song and Liu 2017; Li and Zhang 2011; Guan and Shi 2011; Chen 2008, 2011a, b, 2016; Du 2002). Higher vocational education under the “double linkage” logic “people-oriented” concept is the core essence of the career development services to the students, including from voluntary to enter oneself for an examination, academic tracking monitoring, career guidance, employment, unemployment warning, qualification certification, etc. The whole process of career development, its starting point and the ultimate goal is to improve students’ comprehensive harmonious growth, so as to adapt to social development and meet the current demand for talent. The improvement of students’ vocational ability is a systematic project. As the Internet is becoming the leading force for innovation-driven development, the government, society, universities, enterprises and students all need to strengthen Internet thinking, so as to effectively improve students’ vocational ability and achieve the goal of matching and seamless connection between people and posts. Therefore, how to promote the informatization construction of career development education, develop students’ career management and tracking information platform, and create a multicollaborative higher vocational education ecosystem has become an urgent problem for higher vocational education to implement the “people-oriented” concept under the current “double-linkage” logic. The career tracking platform for students should become a decision-making platform for individual students, vocational colleges, employers and government departments to build and share win–win results. For individual students, by actively filling in their academic information and employment information, they can effectively connect their career experience with the assessment of professional titles within the framework of national qualifications. At the same time, they can also enjoy various kinds of support from the state, such as unemployment assistance, entrepreneurship rewards and school return. For higher vocational colleges, they can get timely support information for the whole process of talent training, such as enrollment, teaching and employment, and adjust their own development plans, curriculum system and reemployment training according to students’ career development. For the employing units, they can effectively release their own

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employment needs, conduct talent management, and obtain corresponding subsidies from the state. For government departments, they can explore the information of talent demand and talent training and their mutual relations, and then effectively integrate and adjust the corresponding talent development plan, enrollment scale and structure, and then formulate supporting and incentive policies for enterprises, higher vocational colleges and graduates (Lin and Wang 2013; Wang 2016; Song and Liu 2017; Du 2002).

7.5 The Career Tracking Platform Architecture Design At present our country from all walks of life are moving into “Internet +”, “Internet +” core philosophy is “people-oriented” and “open collaboration”, and “Internet + higher vocational education which is the nature of the Internet” thinking stimulate the vitality of higher vocational education, the Internet as a new key element, in every link of higher vocational education teaching depth fusion, building an interactive system of running a school. Therefore, based on the “+” Internet development platform for the students career track, the aim is in the service of higher vocational college students’ career development, and by promoting the higher vocational education inside and outside the “double linkage”, and then construct multivariate complicit in information transmission and feedback mechanism of students’ career development, form based on the analysis of large data for decision support, higher vocational students, higher vocational colleges, the education sector, people club department, unit of choose and employ persons, industry enterprise collaborative participation, the operation mechanism of mutual benefit. Specifically, the student career tracking platform is based on three supporting technologies, through the collaborative participation of six subjects to realize the co-construction and sharing of nine databases, so as to provide six systematic services for the development of students’ career. Under the background of “Internet +”, cloud computing, big data and ubiquitous network are the key supporting technologies of the career tracking platform. Through the integration and collaboration of the three technologies, the technical architecture of “cloud”, “network” and “terminal” is formed, so as to realize the interconnectivity, data co-construction and sharing and in-depth application of information in higher vocational colleges. “The nature of cloud computing is a service delivery model”, as a cost-effective Shared solutions, the computational resources, storage resources, the modular combination of network resources to realize the “pool”, and uses the distributed network of distribution service, the user can break through the limitation of the deployment environment, geographical location and hardware implementation of self-service, remote access cloud resource center, its application in the teaching activities of the vocational education can achieve higher vocational colleges, enterprises and industry associations of choose and employ persons, information communication and resource sharing between government departments, eliminate the “information island” and “resource island”; Big data technology beyond the traditional understanding about the relation between data, more emphasis on the integrity of the data

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and mixed sex, more the pursuit of the data, the relationship between “based on correlation analysis of prediction is the core of the large data”, as one of the leading edge of the data analysis technology, and utilization of the distributed database, parallel computing, data mining, and other functions, internal operation information and external demand of vocational education information integration, analysis and prediction, explore the correlation between different factors and variables, and then service for vocational education management and decision making; Ubiquitous network communication network, the Internet, the Internet of things triple play, and make information space and physical space to achieve seamless docking, in large part through time and space of the region boundary, “always can learn all can learn to become a reality”, everyone, its integrated into the education teaching activities, to create a virtual space and realistic space with the combination of network learning space, with desktops, laptops, mobile phones, handheld computers and other terminal “screen interconnection and interflow interaction”, to form a 4 (something, Anytime, Anywhere, Anything) learning environment (Lin and Wang 2013; Wang 2016; Song and Liu 2017; Li and Zhang 2011; Guan and Shi 2011; Chen 2008, 2011a, b, 2016; Du 2002). “Internet + professional education” system as a cost-effective Shared solutions, through the “interconnectivity” between the main body, in sharing management level personnel training related data and information, eliminate the “information island”, in the teaching level of collaboration between colleges co-construction and sharing of teaching resources and based on extensive is released at the terminal, eliminate “resource island”; This system can provide high-quality information aggregation services. Through big data technology, it can collect feedback information from employers, industrial and technical information from industry associations and personnel training status information from higher vocational colleges, and conduct classification and aggregation analysis to form systematic information on the development of sub-professional careers. The system can provide high quality demand forecasting and academic warning service, using big data technology jobs demand information released through to the enterprise and industry forecast information policy, and the size of the demand for talent, professional structure and ability structure analysis and forecast, at the same time, using the technology of data real-time monitoring of students’ learning process, and timely provide learning state warning; This system is more of an efficient collaboration platform. By building a communication and collaboration platform between the subjects, it forms a collaborative participation mechanism of talent training scheme formulation, high-quality resources co-construction and sharing, learning process monitoring and academic achievement evaluation, employment and entrepreneurship system. Teaching experience and the system can provide high quality professional service experience, through extensive study space, the network technology to create network can realize the production process combined with the process of teaching, simulation teaching software and the combination of the simulation training system, enhance the teaching based on the field experience, and through the Internet to build online professional experience, create virtual career situation, integrate teaching resources in higher vocational colleges and enterprises training resources, for the students to provide

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professional services, professional experience and improve graduates employment adaptability. Based on the co-construction and sharing of nine databases, it serves six system services of students’ “voluntary registration”, “academic monitoring”, “career guidance”, “employment tracking”, “unemployment warning” and “qualification certification". The data support of the voluntary registration system includes previous years’ recruitment database, previous training database, graduation feedback database and talent demand database. It provides a service platform for individual registration consultation and feedback and higher vocational colleges’ recruitment decision. The data support of academic monitoring system includes previous training database, graduation feedback database, talent demand database and industry standard database. It provides a service platform for recording and feedback of students’ academic achievements and academic monitoring and early warning for vocational colleges. The data support of the career guidance system includes graduation feedback database, employment and entrepreneurship resource database and talent demand database, providing a service platform for students’ career guidance and higher vocational colleges’ demand feedback. The data support of the employment tracking system includes graduation feedback database, talent demand database and career conversion database, providing a service platform for students’ employment selection, employers’ employment feedback and career tracking for human resources and social security departments. The data support of the unemployment early warning system includes employment and entrepreneurship resource database, talent demand database and employment monitoring database, providing a service platform for student employment monitoring, unemployment warning and job-transfer training for human resources and social security departments. The data support of qualification certification system includes career conversion database, electronic archives database and industry standard database. It provides a service platform for student qualification tracking and qualification certification for human resources and social security departments and unlocks the channels for graduates to find jobs across regions and different units (Chen 2008, 2011a, b, 2016; Du 2002).

7.6 Collaborative Participation of Career Tracking Platform Under the background of “Internet +” students career track platform can achieve higher vocational students, higher vocational colleges, education department, people club department, unit of choose and employ persons, six industry association participation main body coordination, then get through from the recruitment, training to the career development channels of employment, through the data, information and resource sharing mechanism, and then based on large data analysis of education management and decision support, and service the student career development.

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Vocational students are not only the participants but also the beneficiaries of the career tracking platform. Vocational students mainly participate in the statistics of previous recruitment information, training information tracking, graduation data feedback, career tracking and other database construction, and at the same time according to the previous recruitment database, training database, graduation feedback database, talent demand database to make personal registration decisions. Based on the previous training database and graduation feedback database to record their academic achievements, through graduation feedback database, employment and entrepreneurship resource database, talent demand database to receive personalized career guidance; Rely on the employment monitoring database, career transition database, employment and entrepreneurship resource database, talent demand database to obtain unemployment early warning, reemployment training and other services; Through the career conversion database, electronic archives database, industry standard database to achieve the vocational qualification tracking and certification services for graduates. Higher vocational colleges are the implementers of platform construction. By sharing enrollment and training information, analyzing the talent needs of employers and industry associations, and responding to the employment feedback of graduates and employers, higher vocational colleges can promote their own recruitment decisions, talent training, career guidance, reemployment training and other links. Based on the analysis of the scale structure and ability structure of talent demand and the characteristics of previous professional recruitment, the major, orientation and proportion of students are then decided. Integrate talent demand information, graduation feedback information, industry and enterprise production or operation standards, to dynamically adjust the professional setting and direction, teaching content and teaching methods; Based on the talent training database, the academic progress of students was monitored by comparing with the norm achievement records and the academic early warning was put forward timely. Integrate graduation feedback information and talent demand information, analyze professional employment direction and ability requirements, and then conduct personalized career guidance and reemployment training based on the employment and entrepreneurship resource database (Lin and Wang 2013; Wang 2016; Song and Liu 2017; Li and Zhang 2011; Guan and Shi 2011; Chen 2008, 2011a, b, 2016; Du 2002). Education department is the career track management main body of the construction of the platform, the core role play as a whole and coordination functions, coordinate other agencies set up by the higher vocational colleges, education departments, people club department, unit of choose and employ persons, such as industry association, the construction committee, in accordance with the “division of labor cooperation, responsibility sharing, profit sharing” of the operating mechanism, is responsible for tracking platform for the construction of the career planning, system design, form a complete set of incentives, performance evaluation system, etc. Integration at the same time, the education department of higher vocational college graduate’s employment information, unit of choose and employ persons graduates employment feedback information, people club department graduate career development information and plans for the development of the industry association and talent demand

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forecasting analysis, and then make the enrollment of higher vocational education from the macro scale, the structure of the admissions and enrollment, etc. The human resources and social security department is an important participant in the platform construction. Through the employment monitoring and file tracking of graduates, it can timely put forward the early warning of unemployment and participate in the vocational qualification certification. Based on the employment monitoring database and combined with the national and regional talent price index, the employment situation and income changes of students are analyzed, and then the unemployment early warning is released timely. The unemployed are given reemployment training based on the talent demand information database and employment and entrepreneurship resource database. Based on professional conversion database and electronic archives database, for students’ employment quality and employment statistics and track, age, job content, post to work ability to track and confirm, and cooperation with industry association, based on industry standards for certification, and the career development services to the students (Lin and Wang 2013; Wang 2016; Song and Liu 2017; Li and Zhang 2011; Guan and Shi 2011; Chen 2016). Employers are important participants in platform construction. By participating in talent demand analysis, sharing training positions and resources, and tracking the changes of on-the-job students’ positions, employers can provide human resources reserve for their own industrial transformation and upgrading. By releasing the information of the scale, ability structure and hierarchy of job demands, and then participating in the recruitment decision and talent training of higher vocational education; Through cooperation with higher vocational colleges and sharing training positions and resources, students’ graduation practice, front-line practice of professional teachers, and skills upgrading and reemployment training of on-the-job employees in enterprises can be realized. Cooperate with human resources and social security departments to track the employment of college graduates, record and analyze the occupational changes of on-the-job students, timely provide early warning of unemployment and provide guidance for reemployment training. Industry association is an important subject of cooperation in platform construction and participates in the analysis of industry talent demand and the formulation of industry standards. By analyzing the development trend of the industry, the scale, level and ability structure of talent demand can be analyzed, so as to guide the recruitment decision and talent training of higher vocational education. Through the development of industry standards, and then cooperate with human resources and social security departments, participate in student vocational qualification recognition and vocational qualification certification.

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7.7 The Professional Group Dynamic Construction Path Based on the Career Tracking Platform Under the background of knowledge society, higher vocational education, as a part of China’s lifelong education system, should start and aim to promote learners’ career development. As a teaching organization means to optimize the layout and resource allocation of higher vocational colleges, the construction of “major group” in higher vocational colleges is also an innovation of the construction mechanism and management mode of higher vocational colleges. Its purpose is to enhance the cultivation of learners’ adaptability to positions and career transfer ability, so as to promote their career development. Of this study is based on “Internet +” development platform for the students career track, by promoting the higher vocational education inside and outside the “double” linkage mechanism, the formation of higher vocational students, higher vocational colleges, the education sector, people club department, unit of choose and employ persons, industry enterprise collaborative participation, mutual benefit and win–win, operation mechanism, in the service from voluntary to enter oneself for an examination, academic tracking monitoring, career guidance, employment, unemployment warning, qualification certification, etc. The whole process of higher vocational students’ career development, and through the cloud computing and big data classification, clustering, correlation and prediction analysis function, it provides the most reliable, direct and timely information about students’ career development for the construction of professional groups in higher vocational colleges. Then based on the Shared information resources and building and decision support, from the early stage of the “dynamic” professional structure layout adjustment, medium-term “wisdom” talent training mode reform, the late “lifelong” career development service to guide higher vocational professional group of three aspects such as construction, in order to improve technical skill talent training quality in higher vocational colleges, and provide service for their career development. The early “dynamic” professional structure layout adjustment. The structural layout of professional groups refers to the number and types of professional groups in higher vocational colleges and the structural relations among them. The core of the structural layout of the major groups is to connect regional industries and optimize the layout of the major, which mainly includes three aspects: selecting the industry type to connect, establishing the type of the major group and how to set up the major within the group. In practice, the selection of industrial types is mainly based on the regional economic development and the talent demand of industrial enterprises, and the selection of major industries and new industries in the region is based on the professional layout of neighboring colleges. The establishment of professional groups mainly considers the development orientation, development strategy and development characteristics of higher vocational colleges, and selects their own advantageous majors, characteristic majors and backbone majors as the basis to form professional groups. The arrangement of intra-group majors is mainly based on the analysis of industrial groups and vocational post groups and the sharing of teachers

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and training resources. Traditional specialty group of inside structure layout adjustment is fixed on the assumption that the industrial structure, under the premise of the Labor market is closed, the industrial structure, demand structure, professional structure is linear logic model, apparently, for the upgrading of the industrial structure adjustment, the Labor market complex changes of higher vocational education development in our country reality is not applicable (Lin and Wang 2013; Wang 2016; Song and Liu 2017; Li and Zhang 2011; Guan and Shi 2011; Chen 2008, 2011a, b, 2016; Du 2002). There are two problems in the traditional pattern of professional group structure layout: on the one hand, due to the dynamic adjustment process of the industrial structure within the region, the complexity of the labor market is increasingly strengthened, and then the transfer time lag exists in the adjustment of the industrial structure to the formation of talent demand. In the knowledge society, the complexity of social division of labor and the development of high and new technology determine the complexity of the labor market, and technological progress makes the technological structure of social industry change, and essentially reflects the change of social division of labor. At present, the industrial structure adjustment has become the core of the regional economic development strategy, and promote the transformation of social resource allocation, as well as the evolution of the industry internal division of labor, which profoundly affected the social labor resource allocation and industry specialization, creating demand for different types and levels of specialization of labor, and then make the Labor market talent supply and demand relationship is complicated, thus makes, transformation and upgrading of industrial structure result in increasingly complex talent demand there will be some delay, It includes the time lag in the adjustment of the industrial structure, the time lag in the transfer of the industrial structure to the talent demand, and the time lag in the acquisition and reaction of the workers to the talent demand. On the other hand, due to the periodicity of talent training in higher vocational colleges, there is a time lag between the professional structure and the corresponding talent supply structure. Professional group in higher vocational colleges exist in the structure of the layout by the “industrial structure, demand structure, professional structure, supply structure of” the logic of the linear one-way, even in personnel demand structure in higher vocational colleges can obtain more accurate, and timely to form the corresponding professional group of structure, but due to the talent cultivation in higher vocational colleges periodically (usually in higher vocational colleges for at least 3 years), hence make from professional structure to form the structure of talent supply there are at least 3 years of the formation of the delay, It includes the time lag in the decision of adjusting the structure of specialty in higher vocational colleges, the time lag in the adjustment of specialty structure to the new talent supply structure and the time lag in the retraining of laborers to the new employment structure. In this way, the professional layout of major groups can be adjusted as much as possible to adapt to the optimization and upgrading of industrial structure, coordinate with the dynamic adjustment of training program, and match with the development path of professional career (Guan and Shi 2011; Chen 2008, 2011a, b, 2016; Du 2002).

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The realization of the talent demand forecast of the import industry enterprises. “Industry enterprise talent demand forecasting is largely based on “database”” talent demand, by integrating the size of the unit of choose and employ persons post jobs demand information, ability structure and hierarchy information released by the industry and industry association industry development trend of the scale and level of demand for talents with the ability to structure the analysis of information, and then formed by the formation of the industrial structure adjustment of talent demand information, including technical skills, the size of the demand analysis, structure analysis and the ability to structure analysis, and then clear professional group of professional structure adjustment of demand information. So the “industry enterprise talent demand forecasting” from the entrance to the specific specialty group of structure adjustment of talent demand information, and then select type of docking industry, determined according to the adjustment of industrial structure and the formation of the labor market demand to determine the emerging specialty in higher vocational colleges should docking, popular major, or roughly the scope of regional industry. The realization of the feedbacks of the process of student talent cultivation. “Student talent training feedback based mainly on” according to enroll information database “normal” and “previous training database”, by integrating from the education department and the enrollment of higher vocational college admissions departments, admission and registration data and student academic achievement from the higher vocational college educational administration departments, professional vision with explicit dynamic information, social practice, the data, such as major to enter oneself for an examination to report for duty rate analysis, and points analysis, professional student status changes professional academic achievement evaluation, and master students for professional group of professional structural adjustment and move information. Thus, “feedback on talent training of college students” can grasp the students’ willingness to adjust the professional structure of the professional group and its trend information from “process”, and then determine “to establish those professional groups”, that is, to dynamically adjust the type of professional groups in higher vocational colleges according to the students’ choice and feedback of existing majors or professional groups (Lin and Wang 2013; Wang 2016; Song and Liu 2017; Li and Zhang 2011; Guan and Shi 2011; Chen 2008, 2011a, b, 2016; Du 2002). The realization of export graduates’ career development analysis. “Graduate career development analysis” is based on “employment monitoring database” included people club department area or industry employment situation monitoring and income change, labor market price monitoring data and analysis data “professional conversion database” included people club department and unit of choose and employ persons for graduates employment information, employment changes for the first time tracking data, to form the initial employment career development path analysis, quality analysis and graduates and master the professional group of graduates career development path information. “Graduate career development analysis” grasps the career development path information of the graduates of the major group from “exit”, and then decides “how to set up the major within the group”, that is, to

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determine the number of major within the major group, the type of major direction and the relationship between majors. To sum up, the core of dynamic adjustment of the structure of professional groups is docking regional industries and optimizing professional layout, which mainly includes three aspects: selecting docking industry types, establishing professional groups, and setting up professional groups within the groups. Thus, based on the entrance to the “industry talent demand forecasting enterprise”, “student talent training feedback” process, the export of “graduate career development analysis” three aspects together, forming type, to form a professional group of types, choose docking industry within the group of the combination of how to set up a professional group of dynamic adjustment mechanism, and the professional group of dynamic adjustment in higher vocational colleges and the career development of higher vocational college graduates information closely together, To promote the “dynamic” adjustment of the professional layout of major groups, which is compatible with the optimization and upgrading of industrial structure, coordinated with the dynamic adjustment of training program, and matched with the development path of professional career.

7.8 The Reform of “Intelligent” Talent Training Mode in the Middle Period The construction of major groups in higher vocational colleges is a teaching organization means to optimize the layout of major and the allocation of resources in higher vocational colleges. Under the background of knowledge society, the whole society is changing to a learning society, which requires the traditional school education to change to lifelong education. Therefore, as a part of school education, vocational education is bound to become a part of the lifelong education system. In knowledge society, students’ career development will be more and more unstable, the life will be engaged in a variety of professional, inevitably, therefore, vocational education should transform professional learners life and response to the economic and social transformation of career services, there is a need for higher vocational students need to have both a general scientific literacy, also need to know with a specific jobs corresponding operation skills, which leads to the development and transformation between different careers. As a teaching organization means to optimize the layout and resource allocation of higher vocational colleges, the construction of professional groups in higher vocational colleges is also an innovation of the construction mechanism and management mode of higher vocational colleges. Its purpose is to enhance the cultivation of learners’ adaptability to positions and their ability of career transfer, so as to promote their career development. Although professional group of construction in higher vocational colleges should be preparing learners’ lifelong development, from the simple “professional” and “application”, attach importance to “specialized technical talented person”, emphasize “one-time employment”

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came out in the “historical position”, to provide students the basic knowledge of “broad” and “specialization of professional knowledge”, strive to cultivate “knowledge” and “competency-based” of high-quality technical professionals, with solid basic cultural knowledge and specialized skills, lifelong learning and the ability to change career future practitioners. However, the existing professional construction in higher vocational colleges emphasize professional education “professional” and “industrial session”, always around industry growth and change, emphasizing the employment of the zero distance docking and blindly industry service ability, improve the first post graduate competencies, and ignored the learners’ sustainable development ability and the ability to migrate, leading to a lower quality of higher vocational college graduates employment, conversion rate, high employment rate, high professional and industry professional and employment problems such as low correlation. From the above analysis, it can be seen that the value orientation of professional group construction in higher vocational colleges should be changed from “employment orientation” to “career orientation". Therefore, students’ career development should be their starting point and destination. The career development of learners involves the whole process of career development, including voluntary registration, academic monitoring, career guidance, employment tracking, unemployment warning, qualification certification, etc., as well as multiple subjects within higher vocational colleges, education departments, human resources and social security departments, employers, and industrial enterprises. Therefore, based on the “+” Internet development platform for the students career track, the formation of higher vocational college “double” linkage development of internal and external mechanism, thus forming the co-construction and sharing of data, information, resources, platform mechanism, and then based on the technology of cloud computing and big data classification, clustering, correlation and prediction analysis function, promote the talent training scheme of dynamic adjustment, teaching resource sharing, practice bases integration management and digital support and service, between teachers and students in order to form a graduate career development drive in higher vocational colleges professional group of “wisdom” of the construction of the talent training mode (Lin and Wang 2013; Wang 2016; Song and Liu 2017; Du 2002). Dynamic adjustment of talent training program. Talent training program is the program of training technical and technical talents for professional groups. On the basis of the above structure layout of professional groups, talent training objectives and curriculum system for professional groups are set up. On the traditional single professional model, the talents training goal of the pursuit of the talent training and the demand of jobs “zero distance”, to adapt to the single post requirements for the purpose of the training, so as to adapt to a specific professional knowledge and skills to set up of the professional courses, thus, makes the single curriculum system of higher vocational college, repetitive construction and homogeneity, and too much emphasis on the teaching content pertinence, ignore the cultivation of the students’ ability in career development, make the employment of graduates’ low rate of counterpart are common. Therefore, the talent training program based on the professional group aims to cultivate students’ career ability and serve students’ career development through

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the integration and integration of the training target system and course system of related majors or major directions, and through the talent training program with broad foundation, multiple skills and strong quality. Based on multiple complicit in higher vocational college students career track platform of professional group of the talent training scheme, adhere to the people-centered concept, to serve the students career development for the purpose, adhere to technology skills talents growth pattern and the industrial chains and post groups for operating procedures, technical specifications, capacity requirements, focus on cultivating the students’ career ability, to the professional group of the talent training scheme of three-dimensional cultivation goal dynamic adjustment and hierarchical dynamic adjustment of curriculum system. Through the cloud computing, big data integration technology skills talents demand information, the development of the industry enterprise information and information workers, professional standards, internal technical skills to form a group of professional personnel training the general quality of the target, the direction of professional or professional basic quality target and quality target, and then form a three-dimensional system of talents training target. Furthermore, based on threedimensional talent training objectives, a curriculum system including Shared platform course, professional module course and professional development course is formed. The three-dimensional training goal system includes the general quality goal of technical and technical talents training, the basic quality goal of each major or major direction and the expanded quality goal. Based on higher vocational college students career track in the platform “talent requirements database” and “professional database”, integrating “talent requirements database” in the size of the unit of choose and employ persons releases jobs demand information, ability structure and hierarchy and industry development trend of the industry association released industry scale, the level of demand for talents with the ability to structure the analysis of information, as well as “professional conversion database” contained in the social sector and unit of choose and employ persons of quality analysis and initial employment graduates career development path analysis (Lin and Wang 2013; Wang 2016; Song and Liu 2017; Li and Zhang 2011; Guan and Shi 2011; Chen 2008, 2011a, b, 2016; Du 2002). Based on the three-dimensional talent training objective system based on the growth rules of technical skills, a hierarchical curriculum system including Shared platform course + professional module course + professional development course is developed. Sharing platform courses mainly according to the professional group of corresponding professional in the field of general quality required by the target, for professional group of all major, through the analysis of the commonalities and differences of professional within the group, on the basis of the public basic courses and professional group of basic course, mainly develop corresponding post group in the field of professional or industrial chain practitioners have required basic knowledge, basic skills and basic quality, and migration of students’ vocational ability and career development to lay the foundation; Module curriculum mainly in accordance with the specific industrial chain or post (group) of the professional or professional direction of the basic quality objectives, based on the previous training database, through the analysis of the basic abilities of students, personality characteristics, different professional or professional direction to open face module of professional

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course, professional module course aims to serve the basic quality requirements for specific jobs, and in the professional group of shunt and training of students, enhance the pertinence of graduate employment, The professional development course aims to develop the development quality target according to the vocational promotion standard of post (group), and start to set up interchangeable and selective professional development courses for related majors within the group, aiming at serving the deepening and upgrading of professional skills and enhancing the adaptability and mobility of employment ability. Through Internet + background, analysis of the use of cloud computing and big data technology, form a growth pattern based on graduates of technical skills in the cultivation of the professional group of threedimensional target system and its corresponding hierarchical curriculum system, make higher vocational college students in the specific profession ability at the same time, the cultivation of the ability to promote their career, and targeted to meet the students employment while increasing the flexibility of its employment adaptability (Guan and Shi 2011; Chen 2008, 2011a, b, 2016; Du 2002). Teaching resource pool co-construction and sharing. The construction of resource pool is a strong support for the construction of professional groups in higher vocational colleges. The construction of the resource pool of professional groups emphasizes the “integration” of resources, aiming at solving the “island of resources” phenomenon of the resource pool constructed according to a single major, and promoting the optimal allocation and integration of teaching resources in higher vocational colleges. Under the traditional teaching resource construction mode, “resource bank construction” is the “duty” of the teaching and research group of higher vocational colleges, and the teaching resources of each specialty are in a “fighting for each other” construction mode. This resource construction mode analysis is insufficient demand for resources, only pay attention to the realistic requirement of this major, the course, did not consider the same kind of teaching requirements, and the resources between different professional construction repetitive construction seriously, at the same time, due to the coordination between the various professional resources construction of the repository is poorer, lead to “resource island” phenomenon between higher vocational colleges. However, due to the phenomenon of “repetitive construction” and “resource island”, the teaching resource construction in higher vocational colleges has some problems, such as too long development cycle, serious waste of resources and low efficiency of resource use. Based on the professional group co-construction and sharing resource database construction of vocational college students’ career tracking platform, it gives full play to the distributed storage advantage of cloud computing technology, establishes the high-quality resource construction alliance, and forms the school-enterprise cooperation, multiple participation, co-construction and sharing of high-quality resources “resource pool” mode to build the high-quality teaching resource database. By implementing the multi-agent cooperation with the resources, the co-construction and sharing of data and cases, use of big data and cloud computing technology, make higher vocational colleges in a professional group for the unit, integration of the school of professional resources and curriculum resources, and provide service

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for the students’ professional development, at the same time, also can integrate resources outside the project resources and competition, and provide service for students’ career development. First of all, higher vocational colleges can integrate the construction of campus resources by taking the major groups as units. Professional group of the professional is covering a certain technology and services in the field of professional post group, has a common or similar professional technical course and basic skill of professional collection, therefore, in a professional group of Shared resource construction for the unit can be integrated within the professional group of the professional quality of teachers, the common demand analysis and resource construction, and by sharing resources and sharing new resources, to increase resources use efficiency, flexibility and vitality. At the same time, with the help of career tracking platform, higher vocational colleges can also integrate highquality off-campus resources, including enterprise project resources, case resources, training resources and so on, so as to provide expanded resources for students’ career development. “Resource pooling” co-construction and sharing resource pool mainly includes integrating the resource pool of professional group construction in higher vocational colleges, the teaching course pool of professional group, the teaching platform pool of professional group outside higher vocational colleges and the resource pool of professional group expansion (Lin and Wang 2013; Wang 2016; Song and Liu 2017; Li and Zhang 2011; Guan and Shi 2011; Chen 2008, 2011a, b, 2016; Du 2002). Professional group of construction resource based mainly on “talent requirements database”, “industry standard database”, “employment monitoring database”, “successive cultivation database”, etc., integrated industry development frontier information, industry professional standards, professional skills talents demand information, training information, etc., thus to provide professional group of the construction and development of facts; Library professional group of teaching courses, mainly between integration in higher vocational colleges and vocational colleges of outstanding faculty, co-construction and sharing with professional quality as the standard, on the basis of the special ability training, and career ability training as the goal to build, “modular” course are general professional quality, professional quality of key course and professional direction course “professional quality, including the curriculum standards, curriculum implementation plan, and project design of teaching materials, teaching courseware and video case, excellent teaching achievements, academic achievements, etc.; Professional group of main integration in higher vocational colleges teaching platform libraries including inside and outside the virtual simulation training platform, the working process of the simulation software, remote collaboration platform, the platform resources between colleges, and then implement practice arrangement difficult or dangerous high professional in the field of virtual simulation training practice, in view of the difficult to understand the complex structure of complex movement working process simulation and process view of teaching; Is based on a group of professional development repository of all training database”, “industry standard database”, “professional conversion database”, and provide professional group of students to develop professional development case library, professional qualification, professional skills contest, project

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and so on, provide students with industry and talent growth path of the reference, which in turn lay a foundation for their career planning. The operational mechanism of resource pool construction mainly includes “guarantee mechanism” and “power mechanism” of jointly constructing and sharing resource pool construction. Safeguard mechanism of the construction of the repository mainly include team building and construction standards, should be set up in higher vocational colleges, head of the professional group of led, information center, professional leader and backbone teachers in higher vocational colleges, industry experts, technical experts, etc. for the integration of database construction team, to develop professional group of resource repository classification standards, resources construction, resources evaluation index system, etc., thus realize resources construction and sharing together. The motivation mechanism of resource pool construction mainly refers to the incentive mechanism and supporting policies of how to mobilize the internal and external forces of higher vocational colleges to participate in the resource pool construction, including the evaluation of resource construction quality and use benefit, the supporting policies of teacher title promotion, and the participation subsidy policies of industrial enterprises. Integrated management of practice and training base. The practice and training base is an important support for the training of technical and technical talents in higher vocational colleges. By building a Shared practice and training base, it can effectively integrate the practice and training resources of higher vocational colleges and enterprises, and then innovate the practical teaching system of technical and technical talents. The modern vocational education system construction plan (2014–2020) “and” the development of higher vocational education innovation action plan (2015– 2018) together, points out that should support the enterprise, industry and vocational colleges teaching, production, management and sharing practice bases, and put it as an important content of the construction of the modern vocational education system, therefore, higher vocational colleges type Shared practice bases construction on the main body participation presents from a single colleges and universities as the main body to multiple main body co-construction and sharing, from the service from the traditional practice teaching to promote the development of students’ career development trend. However, in real practice, our country exist in practical teaching base in higher vocational colleges open sharing type “heavy construction, light management” development tendency, and thus appear between training resources between repetitive construction seriously, the low efficiency of the practice training bases, the lack of the mechanism of multilateral collaborative sharing problem, as a result, based on various complicit in higher vocational college students career track platform, build a service in professional group of the open sharing of the construction of practice teaching management platform, become clear multilateral collaborative participation mechanism, the formation of “online” and “offline” base for the development of interaction. Career track based on multilateral collaborative platform of professional practice teaching system construction, has its own characteristics: first of all should be in accordance with the service concept in technical skills talents, according to the professional practice of various professional need to have experience to design

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training, one-way practice, comprehensive training, productive practice and field work of practical teaching system, at the same time should also adhere to the “cluster” service concept, to open within the professional group of resources sharing as the goal, through the integration of on and off campus practice teaching base, to meet the “sharing platform + professional + comprehensive practice” practice teaching needs. Therefore, based on the career track of multi-party cooperative platform, open sharing of practice teaching management platform, based on the career development in the service of technical skills talents for the idea, multilateral coordination, coconstruction and sharing to design professional practice teaching system in the same group, its concrete content includes practice bases integration platform, practice bases management platform, practice project management platform. The internship and training base integration platform aims to integrate the internship and training base of higher vocational colleges and their related industries and enterprises in a way of multi-party construction and sharing, so as to provide a systematic practical teaching system to serve the growth of technical and technical talents. The principle of integration is to maintain the “combination”, “complementarity”, “openness” and “sharing” of “campus” and “off-campus”, so as to meet the practical teaching requirements of “Shared platform + professional module + comprehensive practice” for the career growth of technical and technical talents in professional group construction. On campus, the integration of professional service in a certain course need within the group of intern and apprentice training base, service within the group of the professional post general skills training base, in service to the direction of the specific professional or professional special skills training base, in the service of based on the working process and technology training base of comprehensive application, thus to improve the adaptability and selectivity of practice training project; Off-campus, integrate the specialized productive training base and post internship training base built by enterprises or jointly built by schools and enterprises to serve the project development. Therefore, by integrating the resources of practice and training bases inside and outside the university, a practical teaching system is formed to serve the growth needs of technical and technical talents within the professional group (Lin and Wang 2013; Wang 2016; Song and Liu 2017; Li and Zhang 2011; Guan and Shi 2011; Chen 2008, 2011a, b, 2016; Du 2002). The management platform of the internship and training base aims to provide construction layout, operation monitoring and use management services for the internship and training base inside and outside the school on the basis of the integration platform. First of all, higher vocational colleges submit the application for the construction layout of the internship and training base to serve the actual needs of the construction practice of their professional groups. They formulate the construction plan and construction scheme of the internship and training base in accordance with the principles of application, government support and enterprise bidding. Through the operation monitoring service, a dynamic adjustment mechanism of the internship and training education system is established, which actively ADAPTS to the changing needs of the construction of vocational posts and professional groups, and updates and adjusts the existing training bases and training resources. Through the use of management services, the appointment management mechanism can be carried

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out according to the actual teaching of each major in the professional group, thus improving the use efficiency of the practical training foundation. The project management platform of internship and training aims to integrate the project resources and research teams in and out of higher vocational colleges, so as to provide project release and practice management services for the internship and training system of higher vocational students. Project release service is mainly for industrial enterprises to release production tasks related to specific product design, product production and after-sales service, and research topics related to science and technology tackling, production technology research and development, and process improvement, so as to provide vocational students with practical training project resources corresponding to the teaching plan. Internship management service is mainly based on the principle of two-way selection. Vocational students voluntarily submit internship applications that meet their own interests and learning requirements. The research team accepts internship applications based on students’ personal applications and learning basis, and tracks the whole process of internship, so as to evaluate and identify their internship experience (Lin and Wang 2013; Wang 2016; Song and Liu 2017; Li and Zhang 2011; Guan and Shi 2011; Chen 2016). Digital support and services for teachers and students. Based on “Internet + ”, vocational college students’ career tracking platform aims to better serve the career development of teachers and students. Through the integration of teachers and students face-to-face career development data, information, resources, realization for the whole process of students learning and teachers’ growth support system, which based on management, learning and quality guarantee system of big data, for educators to implement digital support and service, include technical skills accumulation platform, training, training, project research platform of “teachers’ growing digital support system”, and includes monitoring and early warning platform, school academic achievement evaluation platform of the two parts “digital management and evaluation system of higher vocational students’ academic achievement”. The key to the construction of professional group is the construction of teaching staff. In order to meet the professional group of “sharing platform + professional module + professional development” of the course teaching, professional group of teaching staff in higher vocational colleges must be “the double teacher” and “pluripotent”, namely, teachers must have the qualifications, and professional qualification or the relevant industry posts exercise experience, to serve as professional core courses, professional basic course, the development of professional courses, professional practice class daily teaching, therefore, higher vocational colleges teachers must constantly improve their professional ability. Therefore, based on the career tracking platform, a “teacher growth digital support system” including a platform for technical skill accumulation, a platform for training and research, and a platform for project research is built. Technical skill accumulation platform can record the teacher to participate in the level of skill appraisal of all types and at all levels, at various levels and skills competition result, corporate training and internships, training platform can integrate external national or provincial high-quality goods curriculum resources, intramural quality course library resources to research and record learning experience,

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project research platform integration industry enterprise distribution and production process improvement, production technology research, product design, research and development such as horizontal topic, through professional group of students in different professional organizations, forming the corresponding research collaboration to collaborative research team. Therefore, the “digital support system for teacher growth” built through “Internet +” can better serve the improvement of teachers’ practical ability and the assessment of professional titles and qualifications (Lin and Wang 2013; Wang 2016; Song and Liu 2017; Li and Zhang 2011). Based on “Internet +” building a platform for the higher vocational college students career track, in the higher vocational colleges can effectively integrate the students’ learning data and the professional development of graduates, and through the big data and cloud computing technology, analysis of data management, learning, and quality assurance, to build digital management and evaluation system of higher vocational students’ academic achievement, including academic monitoring and early warning, academic achievement evaluation of two parts. Academic monitoring system data support including “successive cultivation database”, “feedback database”, “talent requirements database” and “industry standard database”, to the norm of the students’ learning progress tracking and dynamic monitoring, thus providing record and feedback for students’ academic achievement, to evaluate students’ learning and testing, and timely feedback and learning early warning; To adapt to the “academic achievement evaluation from the traditional paper assessment are turning to digital evaluation” trend, “according to the training goal of higher vocational education and the vocational college students’ academic structure, from professional knowledge, professional quality and professional ability three aspects constitute a higher vocational college students’ academic achievement evaluation system of evaluation index”, one of the main features of the digital evaluation is embedded learning process, to adapt to the learners’ ability and knowledge, and provide real-time feedback and be able to measure complex ability.

7.9 The “Lifelong” Career Development Services The specialty group construction in higher vocational colleges is a teaching organization means to optimize the specialty layout and resource allocation in higher vocational colleges. Its purpose is to improve learners’ adaptability to positions and their ability of career transfer and promote their career development. And tracking platform of higher vocational college students career, apart from “industry talent demand forecasting enterprise”, “student talent training feedback”, “graduate career development analysis” three aspects to support the early stage of the “dynamic” professional structure layout adjustment, dynamic adjustment from the talent training scheme, teaching resource sharing, practice bases integration management and digital support and service, etc., between teachers and students support the middle of the “wisdom” talent training mode reform, can also be late for the higher vocational graduates of

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“lifelong” career development services. In real practice, always attaches great importance to the initial employment rate and employment quality in higher vocational colleges and ignore or no experience and time to track the professional development of graduates, and to the third party to do, because the questionnaire recovery rate is low and graduates to participate in the enthusiasm is not high, the data is only be uploaded to the government, there is no actual reference value of “face project”. Therefore, in the case of poor effect of school-led and third-party led, vocational colleges are basically in a state of “graduation means loss of contact” to track the career development of graduates, thus unable to understand their career development, let alone effectively provide targeted services. The function of “Career experience and Career guidance” is mainly based on “employment and entrepreneurship resource database” and “career transformation database”. “Employment entrepreneurship resource” major in higher vocational colleges with unit of choose and employ persons of the practice of curriculum resources and project resources, “professional conversion database” integration mainly people club department and unit of choose and employ persons to move first employment information, employment information tracking data, through the integration of “employment entrepreneurship resource” and “professional conversion database” information, to form a “general post experience putted forward”, “professional post experience putted forward” and “case” professional career. “Create a professional experience center was to improve graduates employment fitness”, through the Internet to build online jobs experience center, create virtual career situation, integration of “general post experience putted forward”, “professional post experience putted forward” and “case” professional career, and then under the guidance of professional coaches, for higher vocational college students to complete the professional experience and for its personality traits form personalized functions evaluation report, and provide decision basis for the career planning guidance (Lin and Wang 2013; Wang 2016; Song and Liu 2017; Li and Zhang 2011; Guan and Shi 2011; Chen 2008, 2011a, b, 2016; Du 2002). The function of “information push and career tracking” is mainly based on “talent demand database”, “employment monitoring database” and “career conversion database”. “Talent requirements database” major industry association of talent demand forecasting and unit of choose and employ persons of talent demand specific planning, “employment monitoring database” integration mainly people club department area or industry employment situation monitoring and income change analysis data, the Labor market price monitoring data, etc., “professional conversion database” integration mainly people club department and unit of choose and employ persons to move first employment information, employment information tracking data. By integrating “talent requirements database”, “employment monitoring database” and “professional conversion database”, the construction of employment information push system based on Internet, entrepreneurship and career information push system lifelong tracking system, the use of cloud computing and big data technology, integration, analysis, students employment information post demand information with unit of choose and employ persons, thus able to customize and push for graduates employment entrepreneurship post information and project information, and according to the career of dynamic tracking and monitoring data analysis, provide

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data support for the individualized instruction in higher vocational colleges graduates and decision-making basis, It also provides feedback and early warning information for talent training in higher vocational colleges. The functions of “unemployment warning and employment training” are mainly based on “employment and entrepreneurship resource database”, “talent demand database”, “employment monitoring database” and “career conversion database”. By integrating monitoring database “employment” promulgated by the departments in club area or industry employment situation monitoring and income change analysis data and unit of choose and employ persons in “occupational conversion database” graduate professional engaged in the condition of data and to assess the quality of graduates career risk assessment, and timely put forward the unemployment risk early warning; Through the integration of database “talent demand to unit of choose and employ persons and industry association released specific data and talent demand forecasting and talent demand” employment entrepreneurship resource in higher vocational colleges and unit of choose and employ persons in the practice, training courses, resources and the realization of the project to targeted employment training of the personalization and targeted delivery. Therefore, through the integration of “employment and entrepreneurship resource database”, “talent demand database”, “employment monitoring database” and “career conversion database”, “labor market employment monitoring”, “personalized employment status early warning” and “multi-support reemployment training” for vocational college graduates can be realized. The function of “qualification certification and qualification Recognition” is mainly based on “industry standard database”, “career conversion database” and “electronic archive database". “Electronic archive database” mainly integrates the records and transfers of personnel files of graduates from human resources and social security departments, so as to realize “career archive information management”. The “Career conversion database” mainly integrates the tracking data of human resources and social security departments and employers on the initial employment information and employment fluctuation information of graduates, so as to realize the “mutual recognition and accumulation of career qualifications” among different departments. “Industry standard database” major industry association and unit of choose and employ persons for specific skills required for jobs on related industries, operating norms, such as standard data, the archives informatization “career” and “career qualifications mutual recognition”, on the basis of the combination of “industry standard database” implementation “the professional qualification of transparency”. Therefore, based on “industry standard database”, “career conversion database” and “electronic archive database”, “career file information management”, “career qualification mutual recognition and accumulation” and “occupational qualification transparency recognition” are realized, so as to smooth the growth mechanism of technical and technical talents in China. Thus, based on the “Internet + ” building a platform for the students in vocational college career track, through cloud computing and big data integration and analysis of internal and external data and resources in higher vocational colleges, to achieve “professional experience and

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career guidance”, “information push and career track”, “early warning of unemployment and employment training”, “qualification certification and qualification”, and other functions, and higher vocational professional group of construction for higher vocational graduates career development “lifelong” career support and services (Lin and Wang 2013; Wang 2016; Song and Liu 2017; Li and Zhang 2011; Guan and Shi 2011; Chen 2008, 2011a, b, 2016; Du 2002).

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