context: As the PRC places more emphasis on vocational education to cultivate workers with technical skills, graduates from vocational schools still face stigma and are seen as ‘less educated’ than university students. Provincial governments tend to provide less beneficial talent policies towards secondary vocational school graduates compared to university or college level graduates. Experts believe this hinders local development and the respective talent policies should be reformed.
Local governments should treat secondary vocational school graduates and university graduates equally in their talent policies, providing the same support and guarantees, advocates Xiong Bingqi 熊丙奇 21st Century Education Research Institute director. By including secondary vocational school graduates in talent policy support, local governments can
- eliminate biases against vocational education and skilled workers
- attract more outstanding vocational graduates to stay and contribute to their hometowns
- prioritising vocational education and skilled talent is essential for developing the local economy, creating a positive cycle between talent cultivation and economic growth, and reversing the trend of local talent leaving their hometowns
Xiong points out that
- central and western China's county-level education focuses on university admissions and urban employment opportunities due to local pride
- prioritises university admission over equipping students with skills for local development
- leads to a drain of local youth talent, particularly affecting vocational school graduates who are often overlooked in talent policies
- those staying to develop their hometowns are often less academically outstanding
- leads to a trend of youth leaving for cities regardless of university admissions
- emphasis on high school and university acceptance rates neglects vocational education, hindering local educational and economic development
To improve local development, Xiong suggests
- redefining education goals
- education policies should not promote a ‘leave hometown’ mentality
- going to university should be about gaining knowledge and skills, potentially returning to contribute to hometown development
- valuing vocational education
- skilled workers often drive local development, warranting better treatment and support from local governments
- equal support for graduates of vocational schools and university from local governments
- promoting an inclusive education approach by eliminating hierarchical distinctions between general and vocational education levels
- abolish evaluating schools solely based on university admission rates