The problems faced by secondary vocational education and social needs are as follows: First, the layout is unreasonable. The layout of secondary vocational schools still follows the way of "compartmentalization". The secondary vocational education system in ethnic minority areas of this province is an inverted pyramid with large top and small bottom and parallel regions. Most ethnic vocational schools are located in state-level cities, counties and cities, and their average distribution and characteristics are not obvious. They can't respond quickly to the hot and difficult issues in the local economy. Education can't go deep into the grass roots and can't take care of the vocational education wishes of most ethnic minorities. Second, secondary vocational education units lack brand image. It has not established a distinctive and unique social image, and has not formed the characteristics and advantages of secondary ethnic vocational education in learning, teaching, tuition fees, courses and life realization after graduation. Secondary vocational education has been submerged in the tide of social vocational training, and even in quite a few areas, ethnic minorities have gone out to study in the province (this situation has been found in Qujing, Wenshan, Xishuangbanna, Honghe and other places), and secondary vocational education lacks competitiveness in the whole education field. Third, the enrollment orientation, educational system arrangement and curriculum setting are unreasonable. National vocational schools tend to aim at "diplomas", and the students are generally fresh graduates from cities and towns. In this way, minority students pay little attention to diplomas, which leads to indifference to vocational and technical learning; Generally, the educational system of vocational schools is 3 years, or 3+ 1 year, and the enrollment is mostly students. There is no arrangement for social youth to go to school, and there is no combination of long-term formal technical education and short-term technical training. Www.bfblw.com graduated from automobile maintenance, fashion design, computer graphic design, paper net electronics and electrician, and other majors accounted for the majority. Their enrollment targets are urban teenagers, and the way to realize their life after graduation points to industrialized areas and even foreign countries. Fourth, the teaching content has no characteristics. Teaching mostly adopts unified teaching materials and general teaching plans, which are not targeted and practical. Classroom teaching content and examples are out of touch with reality. There are too few opportunities for experiment and training. Teaching materials are not changed for several years, which can not meet the requirements of regional economic development and change. They lack the ability to respond to detailed and precise professional requirements. Local textbooks and "local majors" are either not available or can't be fully adapted, which is not attractive to minority students. Fifth, the mode of running a school is single. Classroom education is the mainstay, schools are closed, and there is a lack of necessary vocational and technical training bases and venues; At the same time, there is no extensive horizontal contact with the organizations of agriculture, industry and science and technology departments, and there is no joint social forces to "serve us", resulting in poor teaching performance; The purpose and object of vocational and technical education are not clear, and the basic knowledge and professional skills are not organically combined, which seems vague. This is particularly prominent in vocational junior high schools, vocational classes attached to ethnic middle schools and "3+ 1" classes. In this way, although a considerable number of ethnic minorities have entered ethnic vocational schools (classes), they have not learned immediate skills and knowledge, which has caused ethnic minorities to pay little attention to vocational education.