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]