By Liu Hongyin

The changing of economic development mode requires the industrial transformation as well as employment transformation, and the “double transformation” was restraint by the lack of farmers’ professional skills. For a long time, China has developed the traditional industries mainly relying on labor resource advantages, which caused manufacturing falling into the “low cost trap”, the secret for breaking through the “resource curse” is to elevate the professional skills of all people. Therefore, developing vocational education, especially secondary vocational education becomes the key education development strategy in current stage. The “National Medium and Long-term Planning Outline for Education Reform and Development (2010—2020)” proposed to implement the free secondary vocational education system gradually. In 2007, the compulsory rural “9 + 2” secondary vocational education was pilot in Liaozhong county of Liaoning province for the first time, according to which the county’s junior middle school graduates who failed to enter ordinary high school must attend two-year vocational education. So, the children from Liaozhong county’s poor rural families may continue to enjoy two-year free vocational education on the basis of nine-year compulsory education. This paper studied the necessity and feasibility of implementing compulsory “9 + 2” secondary vocational education in the countryside from the perspective of national social responsibility so as to provide theoretical basis for formulating and implementing the national education policy.

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