Core Viewpoint - The third National Skills Competition highlighted the importance of skilled talent in supporting China's manufacturing and innovation, with 348 participants winning medals across 106 projects, showcasing the profound value of skills in national development [1] Group 1: Skilled Talent and Employment - Skilled talent is a crucial force behind China's manufacturing and innovation, contributing to both traditional craftsmanship and advanced smart manufacturing [1] - The total number of skilled workers in China exceeds 200 million, accounting for over 26% of the workforce, with more than 60 million being high-skilled talents [1] - There is a persistent shortage of skilled talent, particularly as the demand for high-quality skills in emerging sectors like smart manufacturing and digital economy continues to grow [1] Group 2: Education and Social Perception - The success stories of competition participants illustrate that there are multiple pathways to success beyond traditional education, emphasizing the value of practical skills and technical expertise [2] - To attract more young people to pursue skilled professions, collaboration among government, society, and enterprises is essential to enhance the status and treatment of skilled workers [2] - The government aims to elevate vocational education to a world-class level by 2035, fostering a skilled society where more individuals can realize their potential through specialized skills [2]

Core Viewpoint - China Oriental Education Group has strategically established three vocational colleges to enhance its educational ecosystem through a "industry + capital + region" approach, focusing on local economic development and talent needs [1][7]. Group 1: Strategic Expansion - The three vocational colleges are located in East China, North China, and Southwest China, aligning their programs with local industry demands, thereby strengthening the group's educational capabilities [1][2]. - The establishment of these colleges broadens the recruitment scope, allowing the group to attract students from secondary vocational schools, higher vocational colleges, and beyond, especially under the backdrop of policies promoting higher vocational education [1][3]. Group 2: Specialized Focus Areas - Anhui Wantong, now a vocational college, focuses on the new energy vehicle sector, offering programs that align with the local industry's needs, particularly in the context of major companies like BYD and NIO [2]. - Shanxi Metallurgy Vocational College, acquired by the group, emphasizes CNC technology and electrical automation, aiming to cultivate high-skilled talent for the smart manufacturing sector [2]. - Guiyang New Oriental Culinary Vocational College, the first of its kind in Guizhou, targets the culinary field, supporting the local restaurant and tourism industries while also contributing to rural revitalization efforts [3]. Group 3: Educational Quality and Recognition - The approval of these vocational colleges marks a significant milestone for China Oriental Education, indicating official recognition of its educational standards and capabilities [4][5]. - The colleges will facilitate a pathway for high-skilled talent development, enhancing students' prospects in terms of further education and career advancement [6]. Group 4: Industry Trends and Policy Alignment - The establishment of these colleges reflects a broader trend in the vocational education sector towards high-quality, integrated development, aligning with national policies that encourage participation from various stakeholders [7]. - The focus on local industries and emerging sectors in the colleges' program offerings demonstrates a commitment to aligning vocational education with regional economic needs [7]. Group 5: Long-term Strategic Goals - The strategic establishment of these vocational colleges is aimed at solidifying the group's foundational development, enhancing brand influence, and opening up high-value business growth opportunities [8].

Core Viewpoint - The Guizhou New Oriental Culinary Technician College has been officially upgraded from a vocational school to a technician college, marking a significant milestone for China Oriental Education Group and enhancing its role in vocational education in Guizhou province [2][7][9]. Group 1: Institutional Upgrade - The upgrade was approved by the Guizhou Provincial Government, signifying national recognition and support for the institution [7]. - The unveiling ceremony was attended by various officials and leaders from the education and human resources sectors, highlighting the importance of this upgrade [2][4]. Group 2: Educational Goals and Commitments - The college aims to focus on high-quality talent cultivation to meet industry demands and promote employment [4][11]. - The institution plans to enhance its educational model, strengthen faculty development, and increase investment in education to become a leading modern technician college in the province and nationwide [5][11]. Group 3: Historical Context and Future Plans - Established in 1988, the college has trained thousands of skilled talents in the culinary field, becoming a key talent training base for the Guizhou restaurant industry [11]. - The college will continue to optimize its professional structure and deepen educational reforms to support the high-quality development of the local culinary industry and rural revitalization [11].

在新时代职业教育高质量发展背景下，升学通道不断拓宽，高职学子实现学历提升，已成为检验现代职 业教育人才培养质量的关键指标。以三亚理工职业学院为例，该校2025届毕业生专升本录取率达 34.69%，较上年提升2.72个百分点，不仅创下历史新高，更以显著优势超越全国平均水平（20%），近 千名学子实现学历跃升，持续领跑海南省高职院校升学率榜单。 精准施策，构建全方位升学保障体系 为助力学生实现升学梦想，三亚理工职业学院多措并举，打造了一套完善的专升本培养机制： 专属学习空间：设立专升本备考专用学习区及自习室，每周定期开放，提供132个座位，营造浓厚学习 氛围。 在学校的全力支持下，一批批学子通过努力实现蜕变： 2022级工程造价专业某学生：从学生会骨干到党员先锋，以全面素养升入三亚学院工程管理专业。 优质师资护航：组建专升本辅导课程组，近三年累计近百名教师参与，针对英语、语文、计算机及专业 课程开展系统培训。 展望未来：职业教育"立交桥"更加畅通 公益课程赋能：针对学生英语薄弱环节，开设四年制"拔尖班"，累计提供384学时免费辅导；每年3-4月 集中开展公益辅导，覆盖32门课程、192学时，助力考生平均分提升30 ...

Group 1 - The core viewpoint highlights the increasing recognition and competitiveness of vocational education, particularly vocational colleges at the undergraduate level, which are now attracting high-scoring students and becoming a significant source of skilled talent supply [1][2] - The "Double High Plan" and other policies have enhanced the quality and structure of vocational education, allowing some vocational schools to compete for high-quality student resources with traditional universities [1][2] - The trend of students choosing vocational colleges reflects a shift in decision-making factors for education, where employment prospects and career development are becoming more critical than mere academic scores [1][2] Group 2 - The vocational education examination system is being improved, creating a vertical pathway from secondary vocational schools to higher education, which helps to change the perception that vocational education is a terminal point [2] - Despite advancements, there remains a significant inertia in traditional views of vocational education, necessitating ongoing efforts to shift societal recognition and acceptance [2] - Strengthening the positioning of vocational education within the national education system is essential for promoting educational equity and meeting the demand for skilled talent [2][3] Group 3 - Vocational colleges are encouraged to optimize their academic and professional structures to align with local economic and social development needs, fostering deeper integration between education and industry [3] - Establishing collaborative mechanisms with leading enterprises and high-level vocational institutions is crucial for enhancing students' job adaptability and development potential [3] - The essence of education is to help individuals find suitable growth paths, and as more students opt for skill-based career paths, vocational education must respond with solid development [3]

Group 1 - The event showcased the skills of students from 20 vocational schools in Shanghai, focusing on the emerging field of live e-commerce [1][3] - The competition was organized by various educational and human resources authorities, emphasizing key aspects of live e-commerce such as content planning, promotion, sales, and interactive operations [3][7] - Participants demonstrated their practical abilities through tasks including product selection, live script writing, studio setup, and data analysis, reflecting real-world live e-commerce operations [5][7] Group 2 - The competition aligns with national strategies for digital economy and vocational education reform, aiming to enhance participants' employability and job competency [7] - The organizing institution, Minhang Vocational Technical College, integrated competition content into regular teaching, promoting a blend of education and practical experience in live e-commerce [5][7] - The event serves as a platform for educational reform and talent cultivation, contributing to the development of high-quality vocational education and skilled professionals in the digital economy [7]

Group 1 - The establishment of the Higher Vocational Education Branch of the Fujian Higher Education Society aims to deepen the integration of industry and education, promoting high-quality development in vocational education in Fujian Province [1][2] - The conference was attended by representatives from 45 vocational colleges and 25 enterprises, highlighting the collaborative effort between educational institutions and industry [1][2] - The first leadership team of the branch was elected, with Wang Feng from Liming Vocational University becoming the first president, indicating a structured governance for the new organization [1][3] Group 2 - The branch is expected to play a significant role in building a distinctive vocational education system in Fujian, contributing to the province's educational strength strategy [2][3] - Key figures emphasized the importance of collaboration among educational institutions, government, and enterprises to enhance vocational education quality and meet the demands of modern society [2][3] - The branch will facilitate regular exchanges of educational practices and innovations, aiming for deep cooperation in research, professional development, and practical training [4]