When Harry Chen finished technical school in Shenzhen, he began working at a toy factory to help a friend. His job involved building modules, which are parts for assembly lines. However, Chen had difficulty learning the software needed for this task during his studies.
He later realized that the way he was taught made it hard to understand. In class, the lessons were too technical and focused on formulas. But once he was in the real world, dealing with actual problems, he found it much easier to use the software effectively.
“Most of my teachers were young graduates who had little experience in real jobs,” Chen explained. “They taught straight from the textbooks.” The only exception was the deputy director of his department, who had run a factory. Despite efforts to bring in instructors with hands-on experience, this was still rare.
China aims to lead in advanced manufacturing, but it faces challenges. There’s a gap between what industries need and what schools teach. Also, there isn’t enough investment in vocational training, and many still view factory jobs as less desirable. These issues are especially serious given the shrinking working-age population.
Technical schools in China typically offer three-year programs for those who don’t qualify for university. Unfortunately, this results in a stigma, making these schools seem like lesser choices.
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China, vocational education, manufacturing, high-end, stigma, high-end manufacturing, Ministry of Education, technical schools, Ministry of Human Resources and Social Security, Xiong Bingqi, digital technology, factory work, Shenzhen, working-age population, vocational training
