By UNESCO Chair on Digitalization in TVET
Beijing, 13 February 2025— In a groundbreaking move to align TVET with rapid technological advancements, China’s Ministry of Education released 758 updated professional teaching standards on 11 February. These standards, part of the revisedTVET Professional Catalogue (2021), mark a systemic shift toward fostering industry-ready talent for the digital age. Prior to this reform, vocational undergraduate programs lacked unified national standards, leading to fragmented curricula across institutions.
Background & context
China’s vocational education teaching & learning standards (In the Chinese context, “vocational education” broadly refers to TVET) are a crucial part of the national teaching & learning standards system, guiding the development of TVET programs in the institutions across the country. The new teaching & learning standards cover 11 key elements, including program overview, professional titles, entry requirements, duration, career paths, training objectives, curriculum design, faculty qualifications, teaching conditions, quality assurance, and graduation requirements.
Previously, the standards for secondary vocational education were issued in 2014, covering 230 items, while the higher vocational education standards were updated in 2019, encompassing 757 items. These standards have significantly contributed to defining training goals, enhancing teaching norms, and improving the quality of talent cultivation.
With rapid technological advancements and industry transformations, new technologies, professions, and business models are emerging. In 2021, the China’s Ministry of Education released the updatedTVET Professional Catalogue, integrating secondary, higher, and vocational undergraduate programs into 19 major categories, 97 sub-categories, and 1434 professions. This update involved substantial changes, including the addition, renaming, merging, and removal of professions, reflecting a 60% overall adjustment.
In response to these developments, the revision of vocational education standards began in July 2021 to better meet the evolving demands of the industry and the new requirements for vocational education development.
Key Reforms at a Glance
The three-year revision process, involving 200+ industry stakeholders, prioritized three goals:
🔹Integrated Curriculum Design
For the first time, China has unified teaching standards across secondary vocational schools, higher vocational colleges, and vocational undergraduate programs. This vertical integration ensures seamless progression in skill development—for example, linkingSecondary Vocational: New Energy Vehicle ManufacturingwithVocational Undergraduate: New Energy Vehicle Engineering.
🔹Industry-Driven Priorities
Over 80% of China’s TVET programs (82.1% of national professional clusters) now adhere to standards refined for AI, advanced manufacturing (e.g., microelectronics, aviation), and emerging sectors like smart logistics and elderly care.
🔹Practice-Oriented Learning
Mandatory hands-on training hours have been raised to 50% for secondary/higher vocational programs and 60% for vocational undergraduates, replacing traditional academic theses with applied outputs like process optimization prototypes or digital design portfolios.
For more detailed information on these standards, please visit the official link: Detailed Standards
Why It Matters for Global TVET
As the world’s largest TVET system, China’s reforms offer critical lessons for nations grappling with similar challenges:
Skills-Jobs Mismatch: Many employers in developing Asia-Pacific economies cite inadequate TVET alignment with industry needs. China’s industry-led standards (e.g., mandating 50–60% practical training hours) provide a replicable model.
Systemic Fragmentation: Many countries lack cohesive pathways between secondary and tertiary TVET. China’s unified “ability progression framework” demonstrates how to structure skill escalation across education tiers.
Green and Digital Transitions: By embedding competencies for smart agriculture and elderly care tech, the standards align with UNESCO’s call for “just transitions” in its 2024–2030 TVET Strategy.
Key Insight: “TVET institutions should use professional teaching standards as a foundational guide rather than rigidly adhering to them,” noted by Prof. Xu Guoqing, Director of Institute of Vocational and Adult Education at East China Normal University. He advocates for a creative approach in developing training programs, informed by thorough research into regional industry needs and trends, particularly in curriculum design.See the interview
This newsletter aligns with SDG 4 (Quality Education) and SDG 8 (Decent Work and Economic Growth), supporting the vision of the UNESCO Strategy for TVET (2022–2029): Transforming TVET for successful and just transitions.
Feedback or collaboration ideas? Contact tvetsz@szpu.edu.cn
By UNESCO Chair on Digitalization in TVET
Beijing, 13 February 2025— In a groundbreaking move to align TVET with rapid technological advancements, China’s Ministry of Education released 758 updated professional teaching standards on 11 February. These standards, part of the revisedTVET Professional Catalogue (2021), mark a systemic shift toward fostering industry-ready talent for the digital age. Prior to this reform, vocational undergraduate programs lacked unified national standards, leading to fragmented curricula across institutions.
Background & context
China’s vocational education teaching & learning standards (In the Chinese context, “vocational education” broadly refers to TVET) are a crucial part of the national teaching & learning standards system, guiding the development of TVET programs in the institutions across the country. The new teaching & learning standards cover 11 key elements, including program overview, professional titles, entry requirements, duration, career paths, training objectives, curriculum design, faculty qualifications, teaching conditions, quality assurance, and graduation requirements.
Previously, the standards for secondary vocational education were issued in 2014, covering 230 items, while the higher vocational education standards were updated in 2019, encompassing 757 items. These standards have significantly contributed to defining training goals, enhancing teaching norms, and improving the quality of talent cultivation.
With rapid technological advancements and industry transformations, new technologies, professions, and business models are emerging. In 2021, the China’s Ministry of Education released the updatedTVET Professional Catalogue, integrating secondary, higher, and vocational undergraduate programs into 19 major categories, 97 sub-categories, and 1434 professions. This update involved substantial changes, including the addition, renaming, merging, and removal of professions, reflecting a 60% overall adjustment.
In response to these developments, the revision of vocational education standards began in July 2021 to better meet the evolving demands of the industry and the new requirements for vocational education development.
Key Reforms at a Glance
The three-year revision process, involving 200+ industry stakeholders, prioritized three goals:
🔹Integrated Curriculum Design
For the first time, China has unified teaching standards across secondary vocational schools, higher vocational colleges, and vocational undergraduate programs. This vertical integration ensures seamless progression in skill development—for example, linkingSecondary Vocational: New Energy Vehicle ManufacturingwithVocational Undergraduate: New Energy Vehicle Engineering.
🔹Industry-Driven Priorities
Over 80% of China’s TVET programs (82.1% of national professional clusters) now adhere to standards refined for AI, advanced manufacturing (e.g., microelectronics, aviation), and emerging sectors like smart logistics and elderly care.
🔹Practice-Oriented Learning
Mandatory hands-on training hours have been raised to 50% for secondary/higher vocational programs and 60% for vocational undergraduates, replacing traditional academic theses with applied outputs like process optimization prototypes or digital design portfolios.
For more detailed information on these standards, please visit the official link: Detailed Standards
Why It Matters for Global TVET
As the world’s largest TVET system, China’s reforms offer critical lessons for nations grappling with similar challenges:
Skills-Jobs Mismatch: Many employers in developing Asia-Pacific economies cite inadequate TVET alignment with industry needs. China’s industry-led standards (e.g., mandating 50–60% practical training hours) provide a replicable model.
Systemic Fragmentation: Many countries lack cohesive pathways between secondary and tertiary TVET. China’s unified “ability progression framework” demonstrates how to structure skill escalation across education tiers.
Green and Digital Transitions: By embedding competencies for smart agriculture and elderly care tech, the standards align with UNESCO’s call for “just transitions” in its 2024–2030 TVET Strategy.
Key Insight: “TVET institutions should use professional teaching standards as a foundational guide rather than rigidly adhering to them,” noted by Prof. Xu Guoqing, Director of Institute of Vocational and Adult Education at East China Normal University. He advocates for a creative approach in developing training programs, informed by thorough research into regional industry needs and trends, particularly in curriculum design.See the interview
This newsletter aligns with SDG 4 (Quality Education) and SDG 8 (Decent Work and Economic Growth), supporting the vision of the UNESCO Strategy for TVET (2022–2029): Transforming TVET for successful and just transitions.
Feedback or collaboration ideas? Contact tvetsz@szpu.edu.cn
By UNESCO Chair on Digitalization in TVET
Beijing, 13 February 2025— In a groundbreaking move to align TVET with rapid technological advancements, China’s Ministry of Education released 758 updated professional teaching standards on 11 February. These standards, part of the revisedTVET Professional Catalogue (2021), mark a systemic shift toward fostering industry-ready talent for the digital age. Prior to this reform, vocational undergraduate programs lacked unified national standards, leading to fragmented curricula across institutions.
Background & context
China’s vocational education teaching & learning standards (In the Chinese context, “vocational education” broadly refers to TVET) are a crucial part of the national teaching & learning standards system, guiding the development of TVET programs in the institutions across the country. The new teaching & learning standards cover 11 key elements, including program overview, professional titles, entry requirements, duration, career paths, training objectives, curriculum design, faculty qualifications, teaching conditions, quality assurance, and graduation requirements.
Previously, the standards for secondary vocational education were issued in 2014, covering 230 items, while the higher vocational education standards were updated in 2019, encompassing 757 items. These standards have significantly contributed to defining training goals, enhancing teaching norms, and improving the quality of talent cultivation.
With rapid technological advancements and industry transformations, new technologies, professions, and business models are emerging. In 2021, the China’s Ministry of Education released the updatedTVET Professional Catalogue, integrating secondary, higher, and vocational undergraduate programs into 19 major categories, 97 sub-categories, and 1434 professions. This update involved substantial changes, including the addition, renaming, merging, and removal of professions, reflecting a 60% overall adjustment.
In response to these developments, the revision of vocational education standards began in July 2021 to better meet the evolving demands of the industry and the new requirements for vocational education development.
Key Reforms at a Glance
The three-year revision process, involving 200+ industry stakeholders, prioritized three goals:
🔹Integrated Curriculum Design
For the first time, China has unified teaching standards across secondary vocational schools, higher vocational colleges, and vocational undergraduate programs. This vertical integration ensures seamless progression in skill development—for example, linkingSecondary Vocational: New Energy Vehicle ManufacturingwithVocational Undergraduate: New Energy Vehicle Engineering.
🔹Industry-Driven Priorities
Over 80% of China’s TVET programs (82.1% of national professional clusters) now adhere to standards refined for AI, advanced manufacturing (e.g., microelectronics, aviation), and emerging sectors like smart logistics and elderly care.
🔹Practice-Oriented Learning
Mandatory hands-on training hours have been raised to 50% for secondary/higher vocational programs and 60% for vocational undergraduates, replacing traditional academic theses with applied outputs like process optimization prototypes or digital design portfolios.
For more detailed information on these standards, please visit the official link: Detailed Standards
Why It Matters for Global TVET
As the world’s largest TVET system, China’s reforms offer critical lessons for nations grappling with similar challenges:
Skills-Jobs Mismatch: Many employers in developing Asia-Pacific economies cite inadequate TVET alignment with industry needs. China’s industry-led standards (e.g., mandating 50–60% practical training hours) provide a replicable model.
Systemic Fragmentation: Many countries lack cohesive pathways between secondary and tertiary TVET. China’s unified “ability progression framework” demonstrates how to structure skill escalation across education tiers.
Green and Digital Transitions: By embedding competencies for smart agriculture and elderly care tech, the standards align with UNESCO’s call for “just transitions” in its 2024–2030 TVET Strategy.
Key Insight: “TVET institutions should use professional teaching standards as a foundational guide rather than rigidly adhering to them,” noted by Prof. Xu Guoqing, Director of Institute of Vocational and Adult Education at East China Normal University. He advocates for a creative approach in developing training programs, informed by thorough research into regional industry needs and trends, particularly in curriculum design.See the interview
This newsletter aligns with SDG 4 (Quality Education) and SDG 8 (Decent Work and Economic Growth), supporting the vision of the UNESCO Strategy for TVET (2022–2029): Transforming TVET for successful and just transitions.
Feedback or collaboration ideas? Contact tvetsz@szpu.edu.cn
By UNESCO Chair on Digitalization in TVET
Beijing, 13 February 2025— In a groundbreaking move to align TVET with rapid technological advancements, China’s Ministry of Education released 758 updated professional teaching standards on 11 February. These standards, part of the revisedTVET Professional Catalogue (2021), mark a systemic shift toward fostering industry-ready talent for the digital age. Prior to this reform, vocational undergraduate programs lacked unified national standards, leading to fragmented curricula across institutions.
Background & context
China’s vocational education teaching & learning standards (In the Chinese context, “vocational education” broadly refers to TVET) are a crucial part of the national teaching & learning standards system, guiding the development of TVET programs in the institutions across the country. The new teaching & learning standards cover 11 key elements, including program overview, professional titles, entry requirements, duration, career paths, training objectives, curriculum design, faculty qualifications, teaching conditions, quality assurance, and graduation requirements.
Previously, the standards for secondary vocational education were issued in 2014, covering 230 items, while the higher vocational education standards were updated in 2019, encompassing 757 items. These standards have significantly contributed to defining training goals, enhancing teaching norms, and improving the quality of talent cultivation.
With rapid technological advancements and industry transformations, new technologies, professions, and business models are emerging. In 2021, the China’s Ministry of Education released the updatedTVET Professional Catalogue, integrating secondary, higher, and vocational undergraduate programs into 19 major categories, 97 sub-categories, and 1434 professions. This update involved substantial changes, including the addition, renaming, merging, and removal of professions, reflecting a 60% overall adjustment.
In response to these developments, the revision of vocational education standards began in July 2021 to better meet the evolving demands of the industry and the new requirements for vocational education development.
Key Reforms at a Glance
The three-year revision process, involving 200+ industry stakeholders, prioritized three goals:
🔹Integrated Curriculum Design
For the first time, China has unified teaching standards across secondary vocational schools, higher vocational colleges, and vocational undergraduate programs. This vertical integration ensures seamless progression in skill development—for example, linkingSecondary Vocational: New Energy Vehicle ManufacturingwithVocational Undergraduate: New Energy Vehicle Engineering.
🔹Industry-Driven Priorities
Over 80% of China’s TVET programs (82.1% of national professional clusters) now adhere to standards refined for AI, advanced manufacturing (e.g., microelectronics, aviation), and emerging sectors like smart logistics and elderly care.
🔹Practice-Oriented Learning
Mandatory hands-on training hours have been raised to 50% for secondary/higher vocational programs and 60% for vocational undergraduates, replacing traditional academic theses with applied outputs like process optimization prototypes or digital design portfolios.
For more detailed information on these standards, please visit the official link: Detailed Standards
Why It Matters for Global TVET
As the world’s largest TVET system, China’s reforms offer critical lessons for nations grappling with similar challenges:
Skills-Jobs Mismatch: Many employers in developing Asia-Pacific economies cite inadequate TVET alignment with industry needs. China’s industry-led standards (e.g., mandating 50–60% practical training hours) provide a replicable model.
Systemic Fragmentation: Many countries lack cohesive pathways between secondary and tertiary TVET. China’s unified “ability progression framework” demonstrates how to structure skill escalation across education tiers.
Green and Digital Transitions: By embedding competencies for smart agriculture and elderly care tech, the standards align with UNESCO’s call for “just transitions” in its 2024–2030 TVET Strategy.
Key Insight: “TVET institutions should use professional teaching standards as a foundational guide rather than rigidly adhering to them,” noted by Prof. Xu Guoqing, Director of Institute of Vocational and Adult Education at East China Normal University. He advocates for a creative approach in developing training programs, informed by thorough research into regional industry needs and trends, particularly in curriculum design.See the interview
This newsletter aligns with SDG 4 (Quality Education) and SDG 8 (Decent Work and Economic Growth), supporting the vision of the UNESCO Strategy for TVET (2022–2029): Transforming TVET for successful and just transitions.
Feedback or collaboration ideas? Contact tvetsz@szpu.edu.cn
By UNESCO Chair on Digitalization in TVET
Beijing, 13 February 2025— In a groundbreaking move to align TVET with rapid technological advancements, China’s Ministry of Education released 758 updated professional teaching standards on 11 February. These standards, part of the revisedTVET Professional Catalogue (2021), mark a systemic shift toward fostering industry-ready talent for the digital age. Prior to this reform, vocational undergraduate programs lacked unified national standards, leading to fragmented curricula across institutions.
Background & context
China’s vocational education teaching & learning standards (In the Chinese context, “vocational education” broadly refers to TVET) are a crucial part of the national teaching & learning standards system, guiding the development of TVET programs in the institutions across the country. The new teaching & learning standards cover 11 key elements, including program overview, professional titles, entry requirements, duration, career paths, training objectives, curriculum design, faculty qualifications, teaching conditions, quality assurance, and graduation requirements.
Previously, the standards for secondary vocational education were issued in 2014, covering 230 items, while the higher vocational education standards were updated in 2019, encompassing 757 items. These standards have significantly contributed to defining training goals, enhancing teaching norms, and improving the quality of talent cultivation.
With rapid technological advancements and industry transformations, new technologies, professions, and business models are emerging. In 2021, the China’s Ministry of Education released the updatedTVET Professional Catalogue, integrating secondary, higher, and vocational undergraduate programs into 19 major categories, 97 sub-categories, and 1434 professions. This update involved substantial changes, including the addition, renaming, merging, and removal of professions, reflecting a 60% overall adjustment.
In response to these developments, the revision of vocational education standards began in July 2021 to better meet the evolving demands of the industry and the new requirements for vocational education development.
Key Reforms at a Glance
The three-year revision process, involving 200+ industry stakeholders, prioritized three goals:
🔹Integrated Curriculum Design
For the first time, China has unified teaching standards across secondary vocational schools, higher vocational colleges, and vocational undergraduate programs. This vertical integration ensures seamless progression in skill development—for example, linkingSecondary Vocational: New Energy Vehicle ManufacturingwithVocational Undergraduate: New Energy Vehicle Engineering.
🔹Industry-Driven Priorities
Over 80% of China’s TVET programs (82.1% of national professional clusters) now adhere to standards refined for AI, advanced manufacturing (e.g., microelectronics, aviation), and emerging sectors like smart logistics and elderly care.
🔹Practice-Oriented Learning
Mandatory hands-on training hours have been raised to 50% for secondary/higher vocational programs and 60% for vocational undergraduates, replacing traditional academic theses with applied outputs like process optimization prototypes or digital design portfolios.
For more detailed information on these standards, please visit the official link: Detailed Standards
Why It Matters for Global TVET
As the world’s largest TVET system, China’s reforms offer critical lessons for nations grappling with similar challenges:
Skills-Jobs Mismatch: Many employers in developing Asia-Pacific economies cite inadequate TVET alignment with industry needs. China’s industry-led standards (e.g., mandating 50–60% practical training hours) provide a replicable model.
Systemic Fragmentation: Many countries lack cohesive pathways between secondary and tertiary TVET. China’s unified “ability progression framework” demonstrates how to structure skill escalation across education tiers.
Green and Digital Transitions: By embedding competencies for smart agriculture and elderly care tech, the standards align with UNESCO’s call for “just transitions” in its 2024–2030 TVET Strategy.
Key Insight: “TVET institutions should use professional teaching standards as a foundational guide rather than rigidly adhering to them,” noted by Prof. Xu Guoqing, Director of Institute of Vocational and Adult Education at East China Normal University. He advocates for a creative approach in developing training programs, informed by thorough research into regional industry needs and trends, particularly in curriculum design.See the interview
This newsletter aligns with SDG 4 (Quality Education) and SDG 8 (Decent Work and Economic Growth), supporting the vision of the UNESCO Strategy for TVET (2022–2029): Transforming TVET for successful and just transitions.
Feedback or collaboration ideas? Contact tvetsz@szpu.edu.cn
By UNESCO Chair on Digitalization in TVET
Beijing, 13 February 2025— In a groundbreaking move to align TVET with rapid technological advancements, China’s Ministry of Education released 758 updated professional teaching standards on 11 February. These standards, part of the revisedTVET Professional Catalogue (2021), mark a systemic shift toward fostering industry-ready talent for the digital age. Prior to this reform, vocational undergraduate programs lacked unified national standards, leading to fragmented curricula across institutions.
Background & context
China’s vocational education teaching & learning standards (In the Chinese context, “vocational education” broadly refers to TVET) are a crucial part of the national teaching & learning standards system, guiding the development of TVET programs in the institutions across the country. The new teaching & learning standards cover 11 key elements, including program overview, professional titles, entry requirements, duration, career paths, training objectives, curriculum design, faculty qualifications, teaching conditions, quality assurance, and graduation requirements.
Previously, the standards for secondary vocational education were issued in 2014, covering 230 items, while the higher vocational education standards were updated in 2019, encompassing 757 items. These standards have significantly contributed to defining training goals, enhancing teaching norms, and improving the quality of talent cultivation.
With rapid technological advancements and industry transformations, new technologies, professions, and business models are emerging. In 2021, the China’s Ministry of Education released the updatedTVET Professional Catalogue, integrating secondary, higher, and vocational undergraduate programs into 19 major categories, 97 sub-categories, and 1434 professions. This update involved substantial changes, including the addition, renaming, merging, and removal of professions, reflecting a 60% overall adjustment.
In response to these developments, the revision of vocational education standards began in July 2021 to better meet the evolving demands of the industry and the new requirements for vocational education development.
Key Reforms at a Glance
The three-year revision process, involving 200+ industry stakeholders, prioritized three goals:
🔹Integrated Curriculum Design
For the first time, China has unified teaching standards across secondary vocational schools, higher vocational colleges, and vocational undergraduate programs. This vertical integration ensures seamless progression in skill development—for example, linkingSecondary Vocational: New Energy Vehicle ManufacturingwithVocational Undergraduate: New Energy Vehicle Engineering.
🔹Industry-Driven Priorities
Over 80% of China’s TVET programs (82.1% of national professional clusters) now adhere to standards refined for AI, advanced manufacturing (e.g., microelectronics, aviation), and emerging sectors like smart logistics and elderly care.
🔹Practice-Oriented Learning
Mandatory hands-on training hours have been raised to 50% for secondary/higher vocational programs and 60% for vocational undergraduates, replacing traditional academic theses with applied outputs like process optimization prototypes or digital design portfolios.
For more detailed information on these standards, please visit the official link: Detailed Standards
Why It Matters for Global TVET
As the world’s largest TVET system, China’s reforms offer critical lessons for nations grappling with similar challenges:
Skills-Jobs Mismatch: Many employers in developing Asia-Pacific economies cite inadequate TVET alignment with industry needs. China’s industry-led standards (e.g., mandating 50–60% practical training hours) provide a replicable model.
Systemic Fragmentation: Many countries lack cohesive pathways between secondary and tertiary TVET. China’s unified “ability progression framework” demonstrates how to structure skill escalation across education tiers.
Green and Digital Transitions: By embedding competencies for smart agriculture and elderly care tech, the standards align with UNESCO’s call for “just transitions” in its 2024–2030 TVET Strategy.
Key Insight: “TVET institutions should use professional teaching standards as a foundational guide rather than rigidly adhering to them,” noted by Prof. Xu Guoqing, Director of Institute of Vocational and Adult Education at East China Normal University. He advocates for a creative approach in developing training programs, informed by thorough research into regional industry needs and trends, particularly in curriculum design.See the interview
This newsletter aligns with SDG 4 (Quality Education) and SDG 8 (Decent Work and Economic Growth), supporting the vision of the UNESCO Strategy for TVET (2022–2029): Transforming TVET for successful and just transitions.
Feedback or collaboration ideas? Contact tvetsz@szpu.edu.cn
By UNESCO Chair on Digitalization in TVET
Beijing, 13 February 2025— In a groundbreaking move to align TVET with rapid technological advancements, China’s Ministry of Education released 758 updated professional teaching standards on 11 February. These standards, part of the revisedTVET Professional Catalogue (2021), mark a systemic shift toward fostering industry-ready talent for the digital age. Prior to this reform, vocational undergraduate programs lacked unified national standards, leading to fragmented curricula across institutions.
Background & context
China’s vocational education teaching & learning standards (In the Chinese context, “vocational education” broadly refers to TVET) are a crucial part of the national teaching & learning standards system, guiding the development of TVET programs in the institutions across the country. The new teaching & learning standards cover 11 key elements, including program overview, professional titles, entry requirements, duration, career paths, training objectives, curriculum design, faculty qualifications, teaching conditions, quality assurance, and graduation requirements.
Previously, the standards for secondary vocational education were issued in 2014, covering 230 items, while the higher vocational education standards were updated in 2019, encompassing 757 items. These standards have significantly contributed to defining training goals, enhancing teaching norms, and improving the quality of talent cultivation.
With rapid technological advancements and industry transformations, new technologies, professions, and business models are emerging. In 2021, the China’s Ministry of Education released the updatedTVET Professional Catalogue, integrating secondary, higher, and vocational undergraduate programs into 19 major categories, 97 sub-categories, and 1434 professions. This update involved substantial changes, including the addition, renaming, merging, and removal of professions, reflecting a 60% overall adjustment.
In response to these developments, the revision of vocational education standards began in July 2021 to better meet the evolving demands of the industry and the new requirements for vocational education development.
Key Reforms at a Glance
The three-year revision process, involving 200+ industry stakeholders, prioritized three goals:
🔹Integrated Curriculum Design
For the first time, China has unified teaching standards across secondary vocational schools, higher vocational colleges, and vocational undergraduate programs. This vertical integration ensures seamless progression in skill development—for example, linkingSecondary Vocational: New Energy Vehicle ManufacturingwithVocational Undergraduate: New Energy Vehicle Engineering.
🔹Industry-Driven Priorities
Over 80% of China’s TVET programs (82.1% of national professional clusters) now adhere to standards refined for AI, advanced manufacturing (e.g., microelectronics, aviation), and emerging sectors like smart logistics and elderly care.
🔹Practice-Oriented Learning
Mandatory hands-on training hours have been raised to 50% for secondary/higher vocational programs and 60% for vocational undergraduates, replacing traditional academic theses with applied outputs like process optimization prototypes or digital design portfolios.
For more detailed information on these standards, please visit the official link: Detailed Standards
Why It Matters for Global TVET
As the world’s largest TVET system, China’s reforms offer critical lessons for nations grappling with similar challenges:
Skills-Jobs Mismatch: Many employers in developing Asia-Pacific economies cite inadequate TVET alignment with industry needs. China’s industry-led standards (e.g., mandating 50–60% practical training hours) provide a replicable model.
Systemic Fragmentation: Many countries lack cohesive pathways between secondary and tertiary TVET. China’s unified “ability progression framework” demonstrates how to structure skill escalation across education tiers.
Green and Digital Transitions: By embedding competencies for smart agriculture and elderly care tech, the standards align with UNESCO’s call for “just transitions” in its 2024–2030 TVET Strategy.
Key Insight: “TVET institutions should use professional teaching standards as a foundational guide rather than rigidly adhering to them,” noted by Prof. Xu Guoqing, Director of Institute of Vocational and Adult Education at East China Normal University. He advocates for a creative approach in developing training programs, informed by thorough research into regional industry needs and trends, particularly in curriculum design.See the interview
This newsletter aligns with SDG 4 (Quality Education) and SDG 8 (Decent Work and Economic Growth), supporting the vision of the UNESCO Strategy for TVET (2022–2029): Transforming TVET for successful and just transitions.
Feedback or collaboration ideas? Contact tvetsz@szpu.edu.cn
By UNESCO Chair on Digitalization in TVET
Beijing, 13 February 2025— In a groundbreaking move to align TVET with rapid technological advancements, China’s Ministry of Education released 758 updated professional teaching standards on 11 February. These standards, part of the revisedTVET Professional Catalogue (2021), mark a systemic shift toward fostering industry-ready talent for the digital age. Prior to this reform, vocational undergraduate programs lacked unified national standards, leading to fragmented curricula across institutions.
Background & context
China’s vocational education teaching & learning standards (In the Chinese context, “vocational education” broadly refers to TVET) are a crucial part of the national teaching & learning standards system, guiding the development of TVET programs in the institutions across the country. The new teaching & learning standards cover 11 key elements, including program overview, professional titles, entry requirements, duration, career paths, training objectives, curriculum design, faculty qualifications, teaching conditions, quality assurance, and graduation requirements.
Previously, the standards for secondary vocational education were issued in 2014, covering 230 items, while the higher vocational education standards were updated in 2019, encompassing 757 items. These standards have significantly contributed to defining training goals, enhancing teaching norms, and improving the quality of talent cultivation.
With rapid technological advancements and industry transformations, new technologies, professions, and business models are emerging. In 2021, the China’s Ministry of Education released the updatedTVET Professional Catalogue, integrating secondary, higher, and vocational undergraduate programs into 19 major categories, 97 sub-categories, and 1434 professions. This update involved substantial changes, including the addition, renaming, merging, and removal of professions, reflecting a 60% overall adjustment.
In response to these developments, the revision of vocational education standards began in July 2021 to better meet the evolving demands of the industry and the new requirements for vocational education development.
Key Reforms at a Glance
The three-year revision process, involving 200+ industry stakeholders, prioritized three goals:
🔹Integrated Curriculum Design
For the first time, China has unified teaching standards across secondary vocational schools, higher vocational colleges, and vocational undergraduate programs. This vertical integration ensures seamless progression in skill development—for example, linkingSecondary Vocational: New Energy Vehicle ManufacturingwithVocational Undergraduate: New Energy Vehicle Engineering.
🔹Industry-Driven Priorities
Over 80% of China’s TVET programs (82.1% of national professional clusters) now adhere to standards refined for AI, advanced manufacturing (e.g., microelectronics, aviation), and emerging sectors like smart logistics and elderly care.
🔹Practice-Oriented Learning
Mandatory hands-on training hours have been raised to 50% for secondary/higher vocational programs and 60% for vocational undergraduates, replacing traditional academic theses with applied outputs like process optimization prototypes or digital design portfolios.
For more detailed information on these standards, please visit the official link: Detailed Standards
Why It Matters for Global TVET
As the world’s largest TVET system, China’s reforms offer critical lessons for nations grappling with similar challenges:
Skills-Jobs Mismatch: Many employers in developing Asia-Pacific economies cite inadequate TVET alignment with industry needs. China’s industry-led standards (e.g., mandating 50–60% practical training hours) provide a replicable model.
Systemic Fragmentation: Many countries lack cohesive pathways between secondary and tertiary TVET. China’s unified “ability progression framework” demonstrates how to structure skill escalation across education tiers.
Green and Digital Transitions: By embedding competencies for smart agriculture and elderly care tech, the standards align with UNESCO’s call for “just transitions” in its 2024–2030 TVET Strategy.
Key Insight: “TVET institutions should use professional teaching standards as a foundational guide rather than rigidly adhering to them,” noted by Prof. Xu Guoqing, Director of Institute of Vocational and Adult Education at East China Normal University. He advocates for a creative approach in developing training programs, informed by thorough research into regional industry needs and trends, particularly in curriculum design.See the interview
This newsletter aligns with SDG 4 (Quality Education) and SDG 8 (Decent Work and Economic Growth), supporting the vision of the UNESCO Strategy for TVET (2022–2029): Transforming TVET for successful and just transitions.
Feedback or collaboration ideas? Contact tvetsz@szpu.edu.cn
