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Chapter 1   Introduction

1.1    Background to the study 
As  a  response  to  economical  and  social  need  in  China,  aiming  at  generating high-level skilled manpower, vocational education has long been conducted in schools to  promote  students’  practical  abilities  as  well  as  their  adaptive  capacities  in  future career. The rapid growth of vocational and technical colleges and student enrollment has directly resulted in higher education expansion in China in the early 2000s. Also, the  development  of  higher  vocational  education  has  facilitated  high-level  skilled manpower  team-building  in  Chinese  society.  According  to  the  Organization Department  of  the  Central  Committee  of  the  Communist  Party  of  China  and  the Ministry of Human Resources and Social Security of the People's Republic of China (as cited in Xinhuanet, 2011 a), by the end of 2009, total high-level skilled manpower had reached 26,310,000, accounting for 24.7% of the country's skilled and qualified human  resources.  According  to  human  resource  forecasting,  high-level  skilled manpower  is  expected  to  increase  by  5,400,000  in  2015  and  9,900,000  in  2020  (As cited in China Development Gateway, 2011).  Despite  the  great  progress  in  supplying  high-level  skilled  manpower,  there  are still some challenges emerging in recent years. For example, the institutional capacity of supplying high-level skilled manpower is not compatible with the economic needs, which  has  resulted  in  insufficiency,  unreasonable  structure,  and  scarcity  of  leading talents  of  high-level  skills  manpower;  moreover,  funding  for  fostering  high-level skilled  manpower  is  insufficient,  which  has  led  to  poor  capacity  construction  of relevant  institutions  and  a  system  obstructing  human  resource  development;  third, Chinese people still value academic/theoretical knowledge and devalue skills so that high-level skilled manpower is undervalued. Besides, this bias to vocational education has derived partly from the fact that vocational and technical colleges are in the last recruiting group of public higher education institutions and can only recruit students with lower exam scores. Since a large part of institutions are secondary schools and junior  colleges,  their  graduates  have  been  considered  inferior  to  those  of  higher education (Liu, 2006). Indeed, these three challenges have been central to the debate since  the  inception  of  higher  vocational  education  in  the  early  1980s.  Research  has indicated that higher vocational education has been confronted by various challenges, including  lower  social  status,  limited &本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。