Legal analysis: the reform is mainly reflected in the following aspects: First, highlight the high starting point. Strictly standardize procedures, actively and steadily push forward, and ensure that majors with good foundation and strong ability can run vocational education majors at the undergraduate level. The second is to aim at the top. Professional distribution actively serves the upgrading of industrial bases and the modernization of industrial chains, and cultivates high-level technical and technical talents who solve complex problems and perform complex operations and really need long-term schooling. The third is to pay attention to high requirements. For qualified higher vocational colleges, it is clearly required to set the number of vocational education majors and the number of students at the undergraduate level, and strengthen supervision and service during and after the event.

Legal basis: Administrative Measures on Specialty Setting of Vocational Education at Undergraduate Level (Trial) issued by the General Office of the Ministry of Education.

Article 8 When setting up vocational education majors at the undergraduate level, institutions of higher learning should closely focus on the key areas of national and regional economic, social and industrial development, serve new industries and new models, connect with new occupations, and focus on setting up related majors that really need long-term academic system training. In principle, the conditions and requirements stipulated in Articles 9 to 14 shall be met.

Article 10 To set up a vocational education major at the undergraduate level, it is necessary to have a team of teachers to complete the training of professional talents. Specifically, the following conditions should be met: (1) The teacher-student ratio of the whole school should not be lower than1:18; The proportion of professional full-time teachers to professional full-time students is not less than 1:20, the proportion of full-time teachers with senior titles is not less than 30%, the proportion of full-time teachers with graduate degrees is not less than 50%, and the proportion of full-time teachers with doctoral degrees is not less than 15%. (two) the professional full-time teachers, "double" teachers accounted for not less than 50%. Part-time teachers from the front line of industrial enterprises account for a certain proportion and have substantive professional teaching tasks, and the teaching hours of professional courses they undertake are generally not less than 20% of the total hours of professional courses. (3) There are high-level teachers' teaching (scientific research) innovation teams recognized by the education administrative departments at or above the provincial level, or famous teachers and high-level talents at or above the provincial level as professional leaders, or professional teachers have won more than two awards in the teaching field at or above the provincial level.

Article 20 The administrative department of education shall organize regular evaluation and periodic evaluation and monitoring of vocational education majors at the undergraduate level. If the conditions for running a major offered by an institution of higher learning are seriously insufficient, the teaching quality is not high and the employment rate is low, the enrollment plan of the major shall be reduced until the enrollment is stopped. If you don't enroll students for three consecutive years, in principle, you should cancel the professional points in time.