STEMM Institute Press
Science, Technology, Engineering, Management and Medicine
The Predicament and Breakthrough Directions for high-quality Employment of Vocational College Graduates in the Manufacturing Industry
DOI: https://doi.org/10.62517/jhve.202516402
Author(s)
Jinling Chen
Affiliation(s)
Zhejiang Polytechnic University of Mechanical and Electrical Engineering, Hangzhou, Zhejiang, China
Abstract
This paper focuses on the multiple predicaments faced by vocational college graduates in achieving high-quality employment in the manufacturing industry, systematically analyzing the core contradictions such as the structural mismatch between skill supply and industrial demand, institutional blockages in career development channels, and social cognitive biases and career identity crises. Through empirical research and case analysis, this paper reveals the deep-seated constraints imposed by traditional education models, enterprise employment mechanisms, and social and cultural concepts on the career development of vocational college graduates. Furthermore, three major paths to break through the predicament are proposed: deeply reconstructing and solving the imbalance between the supply and demand of skills through the integration of industry and education, achieving dynamic adaptation of ability evaluation and industrial demands through the innovation of the vocational ability certification system, and comprehensively optimizing and constructing an inclusive vocational support system based on the vocational ecosystem. The research emphasizes that it is necessary to integrate the education chain, talent chain, industrial chain and innovation chain with systematic thinking, promote the transformation of technical and skilled talents in the manufacturing industry from "scale supply" to "quality empowerment", and provide sustainable talent support for industrial upgrading and high-quality employment.
Keywords
Graduates from Higher Vocational Colleges ; Manufacturing Industry; High-Quality Employment; Integration of Industry and Education; Professional Competence
References
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