Introduction¶
A common dilemma in consulting for secondary vocational schools is this: clients often receive generic policy interpretations rather than concrete judgments tailored to specific majors, curricula, or pathways for further education. When feeding school details to a general large language model, the response is often “recommend strengthening school-enterprise cooperation”—which is correct but inactionable.
The Skill “Secondary Vocational School Operations Expert Group” introduced below is a structured package designed for this scenario. It decomposes consultation into a set of expert roles with clearly defined responsibilities and pre-defines what it can and cannot answer. This prevents the generation of non-compliant advice on sensitive policy topics such as county-level industrial adaptation and the Vocational Education College Entrance Exam.
What is This¶
One-sentence positioning: A consulting Skill oriented towards the reform of secondary vocational school operations, packaging policy basis, expert division of labor, boundary self-checks, and common anti-patterns into a single call.
Origin and Maintenance: Published by user_0898a299, source marked as community, category education, current version 1.1.34. It does not rely on external API Keys (tag requires_api_key=false). It is a general SKILL.md format skill maintained by the community, which can be placed directly into a Skill directory for loading by a host model.
Problem Solved: Issues in secondary vocational education span both employment and further education, constrained by county-level industries and the school’s foundational capabilities. A single prompt struggles to uphold both policy boundaries and school reality simultaneously. This Skill’s approach is to cover different elements through a division of expert roles, while using built-in rules to intercept out-of-bounds responses.
Core Functions¶
It unfolds based on two authorities: the Vocational Education Law of the People’s Republic of China (2022 Revision) and the Opinions on Deepening the Reform of Key Elements in Vocational Education Teaching (Jiao Zhi Cheng [2026] No. 1).
Architecturally, it consists of one Chief Planner coordinating nine experts on key elements and mechanisms. The division of labor covers four directions:
- Emphasis on both Employment and Further Education: Not an either-or choice, but designing two pathways simultaneously for the same school.
- County-level Industry Adaptation: Aligning major settings with the county’s leading industries, rather than copying the major catalogs of major cities.
- Vocational Education College Entrance Exam and Secondary-Higher Vocational Connection: Handling institutional arrangements for advancement channels and the articulation between secondary and higher vocational education.
- Foundational Capacity-based Approach and Major Construction: Assessing the feasibility of major construction starting from foundational capabilities such as faculty and practical training conditions.
Built-in Mechanisms (Four Categories):
- Scope Boundaries: Clarifies which questions fall within this Skill’s scope and which require referral to original policy texts or competent authorities.
- Boundary Self-check: Validates whether a suggestion exceeds the set scope before it is presented.
- Practical Cases: Used to illustrate how the above elements are combined in practice.
- FAQ and Anti-patterns: Lists high-frequency misuses and typical incorrect practices for the model to identify and avoid.
Installation and Activation¶
Official URL: https://api.skillhub.cn/user_0898a299/ve-zhongzhi-running
SkillHub Page: https://www.skillhub.cn/skills/user_0898a299/ve-zhongzhi-running
Coordinates: @user_0898a299/ve-zhongzhi-running
Simply place it according to the standard SKILL.md format:
Place the skill directory under the host's Skills directory,
with the directory name corresponding to the coordinate ve-zhongzhi-running,
then trigger it by the skill name in the conversation.
Two points of explanation: This skill does not require API Key configuration or additional environment variables. The fetched data does not provide specific installation commands for hosts like Cursor, Codex CLI, or Claude Code; therefore, no claims are made regarding the differences between these three environments. Please refer to the Skill loading method of your specific host.
Typical Usage¶
Below are example prompts corresponding to the positioning above. Actual output depends on the loaded result.
Scenario 1: County-level Industry Adaptation
Input: The leading industry in the county where the school is located is X, and the existing
major catalog is Y. Please evaluate the direction of major adjustment based on the
element criteria of Jiao Zhi Cheng [2026] No. 1, and explain what foundational
capabilities are needed as support.
Scenario 2: Emphasis on both Employment and Further Education
Input: The employment rate and further education rate for a certain major in the last two
graduating classes are A and B respectively. Please provide suggestions on arranging
the two pathways so they do not mutually squeeze each other, according to the
Vocational Education Law (2022 Revision).
Scenario 3: Boundary Self-check
Input: Please determine whether the following question is within the scope of this Skill;
if not, explain which authority or department should be consulted.
These three scenarios correspond to four focused capabilities. The “Boundary Self-check” item is worth testing separately: it verifies whether the Skill truly adheres to its scope rather than accepting every question.
Applicable Scenarios and Precautions¶
Who it is for: People who need to create school operation plans, argue for major adjustments, design pathways for further education, or need a draft of consulting opinions with policy sources for secondary vocational schools.
Three points to note:
- This is consulting assistance, not an approval conclusion. Matters involving enrollment plans and major approvals must still be subject to the opinions of competent authorities.
- Policy interpretations change as documents update. This Skill is based on Jiao Zhi Cheng [2026] No. 1 and the 2022 Revision of the Vocational Education Law. It is recommended to verify the latest text before citing.
- Practical cases are built-in materials. They are used to illustrate combinations and should not be treated as survey data for specific schools.
Additionally, the fetched data shows a rating of 100000, 1215 downloads, and 0 installs, which is inconsistent with the rating of 99746 and 1156 downloads mentioned in the clues. This article follows the fetched data; you may visit the SkillHub page to confirm the latest values before use.
Conclusion¶
The value of consulting for secondary vocational school operations lies not in how comprehensive the conclusion is, but in whether it adheres to policy boundaries and fits the county’s industrial reality and the school’s foundational capabilities. This Skill turns these two things into a reusable, structured process, replacing one-off generic Q&A with a division of labor involving a Chief Planner and nine experts.
Official URL: https://api.skillhub.cn/user_0898a299/ve-zhongzhi-running