The educational model of secondary vocational schools is out of step with social development. Modern society is developing and changing rapidly, but the development of educational model always lags behind social development. China's administrative education model makes secondary vocational education out of touch with social development, and the school-running concept of secondary vocational schools always follows the instructions of superiors, without paying enough attention to "social instructions".

Therefore, there is a certain disconnect between specialty setting, teaching methods and specialty orientation, which leads to the low quality of graduates, weak social adaptability, poor practicability of professional skills and low employment quality. The quality of education in secondary vocational schools is not high. At present, the most important problem in secondary vocational schools is enrollment. Everything serves the enrollment, and the teaching quality is always in a secondary position, so it is difficult for the teaching quality to reach a higher level.

At the same time, due to the shortage of teachers, the curriculum is not oriented by social needs, but more oriented by teachers' classroom needs, that is, when to offer what courses does not depend on professional and social needs, but on teachers' equipment, which leads to students in secondary vocational schools unable to learn with it.

Secondary vocational schools lack characteristics in running schools. Under the restriction of administrative system, secondary vocational schools are not open-minded enough and have not embarked on a road of running schools with regional advantages and their own characteristics. The school-running mode of each school is basically one person, focusing on a certain specialty or a certain industry, with the same multi-specialty development, specialty setting and teaching methods, ignoring the construction of its own connotation, which makes the cultivated students have no distinct advantages.