Research on the mechanisms and pathways for talent development in vocational education within the context of common prosperity
共同富裕视域下职业教育人才培养的作用机理与实现路径研究

摘要

共同富裕既强调发展成果共享，也强调通过人的能力提升不断扩大创造财富和参与分配的基础。职业教育连接教育体系、劳动力市场与产业体系，其价值不仅体现为技能训练，还体现为促进就业增收、改善人力资本配置、服务产业升级和增进教育公平。基于课题结项报告的理论分析与材料，文章从人力资本和内生增长视角梳理职业教育服务共同富裕的作用机理，进一步提炼共同富裕导向下职业教育人才的六维能力结构，并结合当前职业教育在社会认知、资源配置、课程适配、师资实践能力和质量保障方面的现实约束，提出市场需求导向、实践教学强化、双师型队伍与数字资源建设、投入与办学自主权协同、全过程质量评价以及职业道德教育等优化路径。研究认为，职业教育人才培养需要由“单一技能供给”转向“技能—创新—学习—协作—责任—融合”综合能力塑造，并通过政府、学校、企业和社会多主体协同形成持续改进机制。

Abstract

Common prosperity emphasizes both the sharing of development outcomes and the expansion of the foundation for wealth creation and distribution participation through the enhancement of individual capabilities. Vocational education serves as a bridge connecting the educational system, the labor market, and the industrial system. Its value extends beyond mere skills training to encompass the promotion of employment and income growth, the optimization of human capital allocation, support for industrial upgrading, and the advancement of educational equity. Drawing on theoretical analysis and materials from a completed research project, this paper examines the mechanisms through which vocational education contributes to common prosperity—viewed through the lenses of human capital and endogenous growth—and identifies a six-dimensional competency structure for talent in vocational education, oriented toward the goal of common prosperity. Addressing current constraints in vocational education—such as social perception, resource allocation, curriculum alignment, the practical proficiency of faculty, and quality assurance—the paper proposes optimization pathways, including a market-demand orientation, strengthened practical instruction, the development of “dual-qualified” (industry-academic) faculty and digital resources, the coordination of investment with institutional autonomy, comprehensive quality evaluation, and the integration of professional ethics education. The study argues that talent development in vocational education must shift from a focus on “single-skill provision” toward the cultivation of a comprehensive competency framework—encompassing skills, innovation, learning, collaboration, responsibility, and integration—supported by a continuous improvement mechanism driven by the collaborative efforts of government, educational institutions, enterprises, and society at large.