長摘要｜走向世界中心的中國職業教育：模式創新與體系完善

長摘要

全球工業變革與數字綠色轉型推動各國職業教育體系深度重構，德國依托“職業教育4.0”迭代雙元制、歐盟出臺數字教育行動計劃補齊技能人才缺口，全球職業教育發展格局迎來重塑。目前，國內多聚焦產教融合、數字化建設或國際化輸出單一主題展開研究，尚缺少整體性分析框架，難以系統闡釋中國職業教育從規模第一邁向全球引領的內在發展邏輯。立足全球職業教育變革背景，文章站在國家視角，運用定量與定性相結合的方法，構建“模式創新—體系升級—國際進階”的分析框架，系統剖析中國職業教育轉型發展的動力、創新實踐、現存短板與優化路徑。

文章指出，經過長期本土化探索，中國已建成全球規模最大、層級完整的現代職業教育體系，形成中職、高職專科、職業本科縱向貫通的獨立育人賽道。職業教育每年向全社會輸送千萬級技術技能人才，覆蓋先進制造、現代服務等關鍵產業領域，同步開展大規模社會培訓，為產業升級、鄉村振興、“一帶一路”國際產能合作提供穩定人才支撐，成為落實國家重大發展戰略的關鍵支撐。在此基礎上，中國形成區別于西方職業教育體系的創新模式，構成核心競爭優勢。其一為“縱橫聯動”的產教融合新模式：橫向以市域產教聯合體錨定地方產業園區，聯動地方政府、院校、市場主體共建區域人才培育生態，破解傳統校企合作“校熱企冷”難題；縱向依托行業產教融合共同體，串聯產業鏈上下游，統籌人才培養、技術攻關、專業標準研制，構建政府引導、市場驅動、多方共擔利益的協同發展格局；其二是數據驅動的全域數字化治理模式：依托國家級職業教育智慧教育平臺搭建一體化數字資源生態，建立專業動態預警調整機制，依靠招生、就業、產業需求實時數據動態裁撤落后專業、增設新興產業相關專業，實現人才供給與產業需求精準適配，走出區別于歐美市場化分散數字平臺的舉國統籌數字化道路。其三是標準化、品牌化國際化輸出路徑：以“魯班工坊”為海外落地載體，堅持平等合作、因地制宜原則輸出中國職教設備、課程與技術標準；依托世界職業技術教育發展大會發布《天津共識》，推進面向全球的職業教育質量認證，協助合作國自主構建本土職業標準，主動參與全球職教治理規則制定。

文章認為，模式創新的落地，依托了分層適配、多方協同的現代化職教完整體系。一是完善縱向貫通、橫向融通的層級結構。2022年修訂《職業教育法》從法律層面確立職業教育與普通教育同等重要，打通中職、高職、職業本科一體化升學通道；以綜合高中、職普融通試點班推進橫向融通，落實學分互認、普職雙向轉學制度，破除職業教育是“斷頭教育”的固有局限。二是搭建多元主體協同現代化治理體系。公辦院校為辦學主體、民辦院校補充教育供給，企業深度參與人才培養并投入實訓設備；持續穩定的財政投入、全覆蓋學生資助體系、系統化雙師型教師培育認定機制，為職業教育高質量發展筑牢資源保障根基。三是建立適配區域、產業、外交戰略的差異化布局體系。東部區域重點布局高新產業相關專業，中部深耕先進制造，西部依托職教承接產業轉移，東北聚焦現代農業與傳統工業升級；依靠專業動態調整機制快速響應國家戰略性新興產業人才需求；面向東盟、中亞、非洲制定差異化魯班工坊布局與合作方案，將職業教育深度融入對外開放整體布局。

文章同時認為，當前中國職業教育向全球引領邁進尚且存在深層次的發展桎梏：一是系統性協同的短板，區域職教發展差距顯著，產教融合利益風險共擔機制尚不完善，魯班工坊等國際品牌本土化適配性有待提升；二是內涵提質的短板，“雙高計劃”優質辦學經驗可復制性有待提升，數字化建設多停留在資源存儲展示等工具層面，職普融通學分互認、學籍流轉配套制度落地尚存在堵點，雙師隊伍校企雙向流動編制、薪酬壁壘尚未完全破除；三是平臺效能的短板，國家智慧教育平臺智能研判、個性化教學服務功能發展相對滯后，世界職業院校技能大賽、世界職業技術教育發展大會的成果未能有效轉化為日常教學內容與多邊合作制度。

面向全球職教變革新趨勢，文章對應提出如下優化路徑：一是完善跨區域、跨行業協同機制，打造利益共享的產教融合實體，針對欠發達縣域實施精準職教幫扶，推進國際合作模式深度本土化改造；二是健全“雙高計劃”經驗輻射推廣機制，深化項目化、數字化課程教學改革，打通職普融通制度壁壘，優化雙師校企雙向流動配套政策；三是迭代智慧教育平臺智能服務能力，建立賽事、大會成果常態化教學轉化機制，依托國際會議提升中國在全球職業教育領域的議程設置與規則塑造能力。

中國職業教育邁向世界中心是教育、產業、制度協同演進的長期過程，唯有持續深化制度創新、數字化改革、全球治理參與，才能持續破解發展瓶頸，為全球技能人才培養提供可借鑒的中國實踐方案。

Long Abstract

Global industrial transformation and digital-green transition have driven profound restructuring of vocational education systems worldwide. Germany has upgraded its dual training system through initiatives such as Vocational Education 4.0, while the European Union has rolled out the Digital Education Action Plan to fill the shortage of skilled personnel, reshaping the landscape of global vocational education development. Currently, domestic research mostly centers on isolated themes including industry-education integration, digital development or international export, lacking an integrated analytical framework to systematically interpret the internal logic of how China’s vocational education has evolved from the world’s largest scale to a global leader. Against the backdrop of worldwide vocational education reforms, this paper adopts a national strategic perspective, combines quantitative and qualitative research methods, and constructs an analytical framework of "Model Innovation – System Upgrading – International Advancement". It systematically dissects the driving forces, innovative practices, existing bottlenecks and optimization paths behind the transformation of China’s vocational education.

The paper argues that through long-term localized exploration, China has established the world’s largest and hierarchically complete modern vocational education system, forming an independent talent training track with vertical articulation among secondary vocational education, higher vocational colleges and vocational undergraduate education. Every year, vocational education delivers millions of technical and skilled talents to all sectors of society, covering core industries such as advanced manufacturing and modern services. Meanwhile, it carries out large-scale social training, providing steady talent support for industrial upgrading, rural revitalization and international production capacity cooperation under the Belt and Road Initiative, and serving as a fundamental pillar for delivering major national development strategies. On this basis, China has developed innovative models distinct from Western vocational education systems, which constitute its core competitive edges. First, a new vertical-horizontal linkage model of industry-education integration: horizontally, municipal industry-education consortia are anchored in local industrial parks, linking local governments, schools and market entities to build regional talent training ecosystems and resolve the long-standing dilemma of "enthusiastic schools yet passive enterprises" in traditional school-enterprise cooperation. Vertically, cross-industry industry-education integration communities connect upstream and downstream industrial chains, coordinating talent cultivation, technological research and development, and the formulation of professional standards, so as to form a collaborative development pattern guided by the government, driven by the market and with shared interests among multiple stakeholders. Second, a data-driven full-scale digital governance model: relying on the national smart education platform for vocational education, an integrated digital resource ecosystem has been built. A dynamic early warning and adjustment mechanism for majors is put in place. Supported by real-time data on student enrollment, employment and industrial demands, outdated majors are phased out while majors catering to emerging industries are newly added, realizing precise matching between talent supply and industrial needs. This has forged a nationwide coordinated digital development path that differs from scattered market-oriented digital platforms in Europe and America. Third, a standardized and branded international export path: Luban Workshops serve as overseas implementation carriers. Adhering to the principles of equal cooperation and localized adaptation, China exports vocational education equipment, curricula and technical standards. Drawing on the World Vocational and Technical Education Development Conference, the Tianjin Consensus has been issued to advance global vocational education quality certification. China assists partner countries in developing indigenous vocational standards and takes an active part in formulating global vocational education governance rules.

The paper holds that the implementation of model innovation relies on a complete modern vocational education system featuring hierarchical adaptation and multi-stakeholder coordination. Firstly, a vertically connected and horizontally integrated hierarchical structure has been refined. The revised Vocational Education Law of the People’s Republic of China (2022) legally confirms that vocational education carries equal importance with general education, opening up an integrated further education channel spanning secondary vocational education, higher vocational colleges and vocational undergraduate education. Comprehensive high schools and vocational-general integrated pilot classes facilitate horizontal integration, implement mutual credit recognition and two-way student transfer between vocational and general education, breaking the inherent stereotype that vocational education is a terminal track with no upward pathways. Secondly, a modern collaborative governance system with diversified participants has taken shape. Public vocational schools act as the main providers while private vocational institutions supplement educational supply. Enterprises deeply engage in talent cultivation and invest in training facilities. Sustained and stable fiscal investment, a full-coverage student financial aid system, and a systematic mechanism for the cultivation and certification of dual-qualified teachers lay a solid resource guarantee foundation for high-quality development of vocational education. Thirdly, a differentiated layout system aligned with regional, industrial and diplomatic strategies has been established. Eastern regions prioritize majors related to high-tech industries; central regions focus on advanced manufacturing; western regions undertake industrial relocation via vocational education; northeastern regions concentrate on modern agriculture and the upgrading of traditional industries. The dynamic major adjustment mechanism rapidly responds to talent demands of national strategic emerging industries. Differentiated layout and cooperation plans for Luban Workshops are formulated for ASEAN, Central Asia and Africa, integrating vocational education thoroughly into the overall opening-up strategy.

The paper also points out that deep-seated constraints still hinder China’s vocational education from stepping into global leadership. First, deficiencies in systematic coordination: prominent gaps exist in vocational education development across regions; the benefit and risk-sharing mechanism for industry-education integration remains imperfect; the localized adaptability of international brands such as Luban Workshops needs to be further improved. Second, bottlenecks in connotation upgrading: the replicability of high-quality school-running experience from the Double High Plan is limited; digital construction mostly stays at instrumental levels such as resource storage and display; institutional obstacles block the implementation of supporting rules for credit mutual recognition and student mobility in vocational-general integration; staffing and salary barriers have not been fully eliminated to restrict two-way exchanges of dual-qualified teachers between schools and enterprises. Third, insufficient platform efficiency: the national smart education platform lags behind in developing intelligent analysis and personalized teaching service functions; achievements generated by the World Vocational College Skills Competition and the World Vocational and Technical Education Development Conference cannot be effectively transformed into daily teaching content and multilateral cooperation systems.

Faced with new trends in global vocational education reform, this paper proposes corresponding optimization paths as follows. First, improve cross-regional and cross-industry coordination mechanisms, build industry-education integration entities with shared benefits, launch targeted vocational education assistance programs for underdeveloped counties, and advance in-depth localized transformation of international cooperation models. Second, perfect the mechanism for radiating and popularizing experience from the Double High Plan, deepen project-based and digital curriculum teaching reform, break institutional barriers to vocational-general integration, and optimize supporting policies for two-way mobility of dual-qualified teachers between schools and enterprises. Third, upgrade the intelligent service capacity of smart education platforms, establish a normalized mechanism to translate competition and conference outcomes into teaching practices, and leverage international conferences to strengthen China’s capacity for agenda-setting and rule-making in global vocational education.

China’s vocational education marching toward the global center represents a long-term collaborative evolution of education, industry and institutions. Only by continuously deepening institutional innovation, digital transformation and participation in global governance can China remove persistent developmental bottlenecks and offer referable practical Chinese solutions for global skilled talent cultivation.

來源｜《職業·技術·教育》2026年第2期

作者｜宗誠（中國教科院職業教育質量評價研究中心執行主任）