Analysis: Why Many Chinese University Graduates Are Going to Vocational School

Gao Shenghan exemplifies a rising trend in China, where university graduates are returning to technical colleges to gain practical skills. Six years after graduating with a bachelor’s in instrumental performance, Gao enrolled as a freshman in fashion studies at Guangzhou Baiyun Technician College, motivated by her passion for apparel and a desire for greater competitiveness in the job market. Gao’s career journey included music teaching, running a restaurant, and opening a clothing store, demonstrating the diverse paths that lead graduates to “re-tooling”—a term used in China for returning to education for technical skills. [para. 1][para. 2]

This phenomenon is not limited to those with less prestigious backgrounds; it now includes graduates from top universities. Alumni like Tong Jiejiong, who holds a master’s from Tsinghua University, have also made the switch. Tong enrolled in Shandong Lanxiang Technician College to study culinary arts after being laid off from a climate change research job, driven primarily by an interest in cooking, despite drawing public scrutiny online. While personal passion can play a role, for most, pursuing a technical diploma after a bachelor’s or master’s is a pragmatic choice focused on navigating a tough job market and establishing a clear career path. [para. 3][para. 4][para. 5]

Experts note that the oversupply of highly educated graduates has heightened employment pressure, especially as the gross enrollment rate in Chinese higher education continues to rise, projected to surpass 10 million annual university students in the coming years. This has created a disconnect: university graduates often find themselves with theoretical knowledge that is either too advanced for entry-level roles or too abstract for technical positions, highlighting a gap between academic training and practical industry requirements. [para. 6][para. 7]

Mao Yufei, an associate professor at the Capital University of Economics and Business, argues that the need for “re-tooling” signals inefficiencies in the existing educational system, resulting in wasted resources and underscoring the need for reform. The root issue is a structural mismatch: while white-collar job applicants are in surplus, skilled technical talent for emerging industries remains in short supply. [para. 8][para. 9]

Responding to this, national and local governments have introduced “Skills Light the Future” training initiatives in cities and provinces like Beijing, Guangdong, Zhejiang, and Henan. Significantly, Guangdong and Zhejiang have begun integrating university graduates into technical training streams. For instance, in August, Guangdong launched a pilot technician program targeting bachelor’s and master’s degree holders; Zhejiang plans full-time pre-technician courses for unemployed graduates that give them the same benefits as traditional vocational students. These new technician programs emphasize practical skills, awarding certificates upon passing exams instead of traditional credits—an innovative approach to developing talent for high-demand fields. [para. 10][para. 11][para. 12]

Mao and other experts argue these policies break down the traditional “diploma-only” mindset and help address labor market imbalances, while some top-scoring students now choose vocational universities for their specialized, in-demand programs. Data from MyCos Research Institute supports this pragmatic turn: six months after graduation, the employment rate for 2024 vocational school grads was 88.6%, slightly outpacing the 86.7% rate of bachelor’s degree holders. [para. 13][para. 14][para. 15]

Ultimately, these shifts are rooted in economic needs. Mao recommends that universities better integrate with industry and develop applied programs, while government should support lifelong skills training, making education a continuous process rather than a response to setbacks. [para. 16][para. 17]